Using Technology-Nested Instructional Strategies to Enhance Student Learning

Autor/inn/en	Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.
Titel	Using Technology-Nested Instructional Strategies to Enhance Student Learning
Quelle	In: InSight: A Journal of Scholarly Teaching, 10 (2015), S.114-125 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	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; Database Management Systems; Learning Activities; Multimedia Materials; Teaching Methods + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational Innovation; Bildungsinnovation; Lehrstrategie; Untersuchung; Schulische Motivation; Aktives Lernen; Projektforschung; Statistische Analyse; Qualitative Forschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerbefragung; Likert-Skala; Datenbanksystem; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (As Provided).
Anmerkungen	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: cetl@park.edu; Web site: http://www.insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01