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ERIC Number: EJ1074061
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 21
Using Technology-Nested Instructional Strategies to Enhance Student Learning
Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.
InSight: A Journal of Scholarly Teaching, v10 p114-125 2015
Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.
Descriptors: Technology Uses in Education, Instructional Innovation, Educational Strategies, Investigations, Student Motivation, Active Learning, Action Research, Statistical Analysis, Qualitative Research, Class Activities, Learning Strategies, Undergraduate Students, Student Surveys, Likert Scales, Graduate Students, Database Management Systems, Learning Activities, Multimedia Materials, Teaching Methods
Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: firstname.lastname@example.org; Web site: http://www.insightjournal.net/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A