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Teaching with technology in the high...

Adrian-Hollier, Lois Marie.

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Teaching with technology in the higher education classroom to affect student engagement and success: An action research study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching with technology in the higher education classroom to affect student engagement and success: An action research study./
作者:	Adrian-Hollier, Lois Marie.
面頁冊數:	111 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3717980
ISBN:	9781321976359

Teaching with technology in the higher education classroom to affect student engagement and success: An action research study.
Adrian-Hollier, Lois Marie.

Teaching with technology in the higher education classroom to affect student engagement and success: An action research study. - 111 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ed.D.)--Capella University, 2015.

This action research study utilized a mixed method approach combining quantitative and quasi-experimental qualitative methodology using a pre-test-post-test design to study the effect of using technology in the for-profit higher education classroom. Additionally, it incorporated a Flipped classroom format. The students were given mandatory assignments using an online web-based flash-card system called FunnelBrain.com. The assignments addressed concepts to be covered in the next week's class session. Key quantitative findings revealed in this study were (a) there was no significant difference between the mid-term exam and the final exam in the control group; (b) the sample data support the claim that implementing technology tools in the higher education classroom results in higher exam scores as compared to classes conducted with no change in teaching methodology; (c) sample data support the claim that implementing technology tools in the higher education classroom results in higher student engagement as measured by student attendance compared to classes conducted without the technology intervention. The key qualitative findings revealed students (a) had little to no difficulty using the technology tool; (b) perceived higher retention of the knowledge; (c) had no increased comprehension of the material; (d) were better prepared for class. The findings suggest a benefit to adding technology tools in the classroom. Adding technology tools in a Flipped classroom format could better prepare students by defining as well as applying concepts. Future research should further investigate the addition of a more diverse set of technology tools as well as using a well planned Flipped classroom format.

ISBN: 9781321976359Subjects--Topical Terms:

517670
Educational technology.

Teaching with technology in the higher education classroom to affect student engagement and success: An action research study.
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