Using Digital Technology to Promote Higher Education Learning: The Importance of Different Learning Activities and Their Relations to Learning Outcomes

Autor/inn/en	Wekerle, Christina; Daumiller, Martin; Kollar, Ingo
Titel	Using Digital Technology to Promote Higher Education Learning: The Importance of Different Learning Activities and Their Relations to Learning Outcomes
Quelle	In: Journal of Research on Technology in Education, 54 (2022) 1, S.1-17 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wekerle, Christina) ORCID (Daumiller, Martin) ORCID (Kollar, Ingo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2020.1799455
Schlagwörter	Educational Technology; Technology Uses in Education; Higher Education; Learning Activities; College Students; Student Attitudes; Foreign Countries; Pedagogical Content Knowledge; Technological Literacy; Preservice Teachers; Preservice Teacher Education; Germany + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Collegestudent; Schülerverhalten; Ausland; Pädagogische Kompetenz; Technisches Wissen; Lehramtsstudiengang; Lehrerausbildung; Deutschland
Abstract	Digital technologies can have positive effects on student learning in higher education. Based on the ICAP framework, they should be particularly effective when teachers use them to encourage student engagement in constructive and interactive as opposed to passive and active learning activities. Using a sample of 381 higher education students, we investigated if student engagement in these activities depends on whether technologies are implemented in class or not, and how engagement in these activities affects learning outcomes. Results indicated that when technologies were implemented in class, students felt encouraged to engage in more constructive, but also in more passive and active activities as compared to when no technologies were used. Furthermore, student engagement in active, constructive, and interactive activities was positively associated with learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01