An Evaluation of the Impact of Digital Technology Innovations on Students' Learning: Participatory Research Using a Student-Centred Approach
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| Title: | An Evaluation of the Impact of Digital Technology Innovations on Students' Learning: Participatory Research Using a Student-Centred Approach |
|---|---|
| Language: | English |
| Authors: | Isaiah T. Awidi (ORCID |
| Source: | Technology, Knowledge and Learning. 2024 29(1):65-89. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Electronic Learning, Influence of Technology, Outcomes of Education, College Faculty, College Students |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s10758-022-09619-5 |
| ISSN: | 2211-1662 2211-1670 |
| Abstract: | In this paper we report on a study of the impact of digital technology (DT) innovations on students' learning in a Western Australian University. The innovations were implemented by 42 course coordinators (CC) following two days of learning design workshops. In collaboration with nine CCs, we conducted an evaluation of their innovations. Data were collected through two structured interviews with each CC and an online questionnaire for 1500 students. Elements of students' course feedback were incorporated into the final analysis of the data. A model for improving students learning in a digital environment was used as a guide to the evaluation process. The findings indicated that DT interventions helped students prepare for laboratory activities and class participation, increased their levels of interaction and collaboration, and provided effective and timely management of feedback from lecturers. Students also reported greater access to learning resources, plus more motivation and engagement. CCs were generally pleased with their innovations; however, in their second interview, at the end of the semester, CCs identified several aspects of their course design that warranted improvement, including the need for more professional support in making those improvements. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1411133 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1411133 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Evaluation of the Impact of Digital Technology Innovations on Students' Learning: Participatory Research Using a Student-Centred Approach – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Isaiah+T%2E+Awidi%22">Isaiah T. Awidi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2497-2747">0000-0003-2497-2747</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mark+Paynter%22">Mark Paynter</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Technology%2C+Knowledge+and+Learning%22"><i>Technology, Knowledge and Learning</i></searchLink>. 2024 29(1):65-89. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s10758-022-09619-5 – Name: ISSN Label: ISSN Group: ISSN Data: 2211-1662<br />2211-1670 – Name: Abstract Label: Abstract Group: Ab Data: In this paper we report on a study of the impact of digital technology (DT) innovations on students' learning in a Western Australian University. The innovations were implemented by 42 course coordinators (CC) following two days of learning design workshops. In collaboration with nine CCs, we conducted an evaluation of their innovations. Data were collected through two structured interviews with each CC and an online questionnaire for 1500 students. Elements of students' course feedback were incorporated into the final analysis of the data. A model for improving students learning in a digital environment was used as a guide to the evaluation process. The findings indicated that DT interventions helped students prepare for laboratory activities and class participation, increased their levels of interaction and collaboration, and provided effective and timely management of feedback from lecturers. Students also reported greater access to learning resources, plus more motivation and engagement. CCs were generally pleased with their innovations; however, in their second interview, at the end of the semester, CCs identified several aspects of their course design that warranted improvement, including the need for more professional support in making those improvements. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1411133 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1411133 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10758-022-09619-5 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 65 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Influence of Technology Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: College Faculty Type: general – SubjectFull: College Students Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: An Evaluation of the Impact of Digital Technology Innovations on Students' Learning: Participatory Research Using a Student-Centred Approach Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Isaiah T. Awidi – PersonEntity: Name: NameFull: Mark Paynter IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 2211-1662 – Type: issn-electronic Value: 2211-1670 Numbering: – Type: volume Value: 29 – Type: issue Value: 1 Titles: – TitleFull: Technology, Knowledge and Learning Type: main |
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