Using Technology-Nested Instructional Strategies to Enhance Student Learning

Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan

doi:10.46504/10201509lu

Cited by 11 publications

(14 citation statements)

References 13 publications

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“…The outcomes of a study performed by Ajjan and Hartshorne (2008) found that the use of instructional technology can improve the effectiveness of the learning environment, foster collaboration, and provide students with a chance to share new knowledge. Lumpkin et al (2015) extended this idea and highlighted how the use of instructional technology tools, such as LMS, blogs, video clips, and student response systems, within a technology-nested strategy can enable students to become more engaged and reinforce their understanding.…”

Section: Resultsmentioning

confidence: 99%

“…Research by Lumpkin, Achen, and Dodd (2015) further highlighted the benefits of the use of instructional technologies. They surveyed 153 undergraduate students across four courses and combined the quantitative and qualitative data from undergraduate and to ascertain which of several technology-nested instructional approaches had a positive impact on student learning outcomes.…”

Section: Student Engagementmentioning

confidence: 99%

“…In a different study, Lumpkin et al (2015) also demonstrated how the application of a learning management system (LMS) to administer learning materials could increase learning and student engagement. They found that the use of video can support learning with real-world examples, blogs can ensure students perform the required reading, and games can cement their understanding.…”

Section: Student Engagementmentioning

confidence: 99%

“…Furthermore, technology-nested approaches can help to ensure students are actively engaged in their learning and can strengthen comprehension (Lumpkin et al, 2015). A number of scholars have argued that technology-nested teaching strategies, such as the adoption of PowerPoint slides, LMS, classroom response systems, blogs, and video clips, can have a positive impact on student learning outcomes.…”

Section: Student Engagementmentioning

confidence: 99%

“…Students show an understanding of the worth of such technology and work to employ it to enhance their comprehension of high-level concepts. Research findings, e.g., Lumpkin et al (2015), have agreed that the deployment of instructional technology is beneficial. Their research undertook a survey of 153 undergraduates in four subject areas and incorporated it with their quantitative and qualitative findings from several graduate students to discover what forms of teaching that incorporate instructional technology positively impacted the students' results.…”

Section: Motivations For Adopting Instructional Technologymentioning

confidence: 99%

See 4 more Smart Citations

Understanding the lived experience of faculty that integrate instructional technologies into their teaching : an interpretative phenomenological analysis

Key¹

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Universities seek to educate students who come from a K-12 environment where they have developed 21st-century skills. Therefore, students expect faculty to be using technology to reinforce concepts, increase engagement, and help them learn. The purpose of this interpretative phenomenological analysis study was to understand the experiences of tenure-track university faculty when adopting instructional technologies into their teaching. The main question that the research sought to answer was: How do tenure-track faculty members in the College of Arts and Sciences at Lehigh University make sense of the experience of adopting instructional technologies into their teaching? Data were collected through interviews with nine faculty members in the College of Arts and Sciences at Lehigh University who had successfully adopted instructional technologies into their teaching and who had worked with the Center for Innovation in Teaching and Learning. The results indicated that the primary motivation for faculty members in using instructional technologies was to engage students and to increase efficiency. Faculty also expressed that students were generally enthusiastic about the use of instructional technologies. Additionally, participants expressed an overall lack of a supportive culture towards teaching and learning on Lehigh's campus. Barriers to adopting instructional technologies included issues of academic integrity and the abovementioned lack of a supportive culture towards teaching. The participants underscored the importance of alignment between sound pedagogical goals and instructional technologies as being the key to successful adoption.

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Section: Resultsmentioning

confidence: 99%

Section: Student Engagementmentioning

confidence: 99%

Section: Student Engagementmentioning

confidence: 99%

Section: Student Engagementmentioning

confidence: 99%

Section: Motivations For Adopting Instructional Technologymentioning

confidence: 99%

See 3 more Smart Citations

Understanding the lived experience of faculty that integrate instructional technologies into their teaching : an interpretative phenomenological analysis

Key¹

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Exploring the Effects of Different Online Syllabus Formats on Student Engagement and Course-Taking Intentions

Kim

Ekachai

2020

College Teaching

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Design and development of critical thinking learning strategy in integral calculus

Shida

Abdullah

Osman

et al. 2023

IJERE

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<p>Difficulty in understanding problem solving is due to the absence of critical thinking. Students lack knowledge in assessing critical thinking during problem solving. Hence, there is a need to study critical thinking infused through a learning strategy to enhance problem solving. Critical thinking (CThink) is a learning strategy designed which combines critical thinking and Integral Calculus. The development process of CThink combines the critical thinking process and questioning for critical thinking using the analysis, design, development, implementation, and evaluation (ADDIE) model. In the learning strategy, questions were applied based on CThink processes which consist of interpretation, analysis, inference, evaluation, explanation, and self-regulation. Besides, different questioning for CThink is presented based on the critical thinking process. CThink has achieved a content validity of 94.12% with a coefficient value of 0.94, and the value is above 70% or 0.70. Based on the result, the contents in the CThink are considered of good validity. From the calculation of the percentage from the expert given score, CThink has achieved the validity measurement for the language of 97.50% with a coefficient value of validity is 0.975, which is above 70 or 0.70. Based on the result, the activities and syllabus used in CThink achieved good validity measurements. The experts concluded that this CThink meets the content of Integral Calculus, in line with the level of polytechnic students, allowing students to think critically to solve problems as well as activities in CThink help to enhance student problem solving.</p>

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Using Technology-Nested Instructional Strategies to Enhance Student Learning

Cited by 11 publications

References 13 publications

Understanding the lived experience of faculty that integrate instructional technologies into their teaching : an interpretative phenomenological analysis

Understanding the lived experience of faculty that integrate instructional technologies into their teaching : an interpretative phenomenological analysis

Exploring the Effects of Different Online Syllabus Formats on Student Engagement and Course-Taking Intentions

Design and development of critical thinking learning strategy in integral calculus

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