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Engaging College Science Students and Changing Academic Achievement with Technology: A Quasi-Experimental Preliminary Investigation

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Title: Engaging College Science Students and Changing Academic Achievement with Technology: A Quasi-Experimental Preliminary Investigation
Language: English
Authors: Carle, Adam C., Jaffee, David, Miller, Deborah
Source: Computers & Education. Feb 2009 52(2):376-380.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 5
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Feedback (Response), College Students, Quasiexperimental Design, Research Methodology, Academic Achievement, Influence of Technology, Technology Integration, Technology Uses in Education, Virtual Classrooms, Learner Engagement, Alignment (Education), Science Education, Investigations, Pilot Projects
DOI: 10.1016/j.compedu.2008.09.005
ISSN: 0360-1315
Abstract: Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology's classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used a quasi-experimental design to examine whether a technology enhanced research methods classroom led to increased student engagement and academic achievement among college students. Two features generally characterized the technology enhanced classroom experience: specific feedback generated from recordings of small group discussions and podcasts of class recordings. Technology enhanced classroom students demonstrated statistically significant increases in student engagement and improved academic achievement. These findings support previous efforts to use technology to enhance engagement and achievement among college students and they encourage future efforts. (Contains 1 table.)
Abstractor: As Provided
Entry Date: 2009
Accession Number: EJ823132
Database: ERIC
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: 10.1016/j.compedu.2008.09.005
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  Data: Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology's classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used a quasi-experimental design to examine whether a technology enhanced research methods classroom led to increased student engagement and academic achievement among college students. Two features generally characterized the technology enhanced classroom experience: specific feedback generated from recordings of small group discussions and podcasts of class recordings. Technology enhanced classroom students demonstrated statistically significant increases in student engagement and improved academic achievement. These findings support previous efforts to use technology to enhance engagement and achievement among college students and they encourage future efforts. (Contains 1 table.)
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        Value: 10.1016/j.compedu.2008.09.005
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      – Text: English
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      – SubjectFull: Investigations
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      – SubjectFull: Pilot Projects
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