Using Technology for Learning in Higher Education: What is Important?
Richard Schmid, Gretchen Lowerison, Philip Abrami, Concordia University, Canada ; Christina Dehler, Simon Fraser University, Canada
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This series of studies investigated the role that computer technology plays in transforming the learning process in higher education. We looked at the relationship between technology use, active learning, and perceived course effectiveness. The sample was over 4000 students across a six-year span at both Canadian and American universities. The survey data included eight categories: learner preferences; course structure; active learning; time-on-task; learning with technology; perceived effectiveness of computer use; context of computer use; and overall perceived course effectiveness. Factor analyses yielded three major groupings as they relate to learning: course structure, active learning/time-on-task, computer use. Results suggest the central role of pedagogy in technology use from both the student and instructor perspective. Instructional goals implicating meaningful, active learning must guide technology integration. Faculty development must emphasize the central role of pedagogy.
Schmid, R., Lowerison, G., Abrami, P. & Dehler, C. (2009). Using Technology for Learning in Higher Education: What is Important?. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1090-1096). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).