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 |
| 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. |
|---|---|
| ISSN: | 2211-1662 2211-1670 |
| DOI: | 10.1007/s10758-022-09619-5 |
