Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms
ARTICLE
Christian Wurst, Claudia Smarkola, Mary Anne Gaffney
Computers & Education Volume 51, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.
Citation
Wurst, C., Smarkola, C. & Gaffney, M.A. (2008). Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms. Computers & Education, 51(4), 1766-1783. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/66419/.
This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2008.05.006Keywords
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