ERIC Number: ED453727
Record Type: Non-Journal
Publication Date: 2001
An Assessment of the Role of Computer Technology in the Classroom.
This study assessed the impact of two teaching styles on how well 30 students mastered a section of the psychopharmacology unit within the Survey of Physiological Psychology course. The first method consisted of the instructor's primary method of instruction, a lecture supplemented by demonstrations and discussions, neither of which involved computer technology. The second method, used in the same class to cover a subunit about depressants, consisted of a lecture supplemented by a computer-based learning module with hands-on demonstration and an Internet discussion group. All lecture and supplemental materials came from the same instructional materials supplier. Results suggest that students scored significantly higher on material presented through the active learning teaching style without computer technology than students who were presented with material using the computer-based technology. The in-class active learning approach that did not use computer technology was associated with better performance in this class. Students were asked about the advantages and disadvantages of using computer technology in class, and their responses provide some explanations for the current findings and some suggestions for future research. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A