Using Technology-Nested Instructional Strategies to Enhance Student Learning
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 proc...
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doaj-128f9cb5fe01469399e954944100aa922020-11-24T23:37:05ZengPark UniversityInSight : A Journal of Scholarly Teaching1933-48501933-48692015-08-0110114125Using Technology-Nested Instructional Strategies to Enhance Student LearningAngela Lumpkin, PhDRebecca M. Achen, PhDRegan K. Dodd, PhDStudents 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.http://insightjournal.park.edu/wp-content/uploads/2015/08/9-Using-Technology-Nested-Instructional-Strategies-to-Enhance-Student-Learning.pdf |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Angela Lumpkin, PhD Rebecca M. Achen, PhD Regan K. Dodd, PhD |
spellingShingle |
Angela Lumpkin, PhD Rebecca M. Achen, PhD Regan K. Dodd, PhD Using Technology-Nested Instructional Strategies to Enhance Student Learning InSight : A Journal of Scholarly Teaching |
author_facet |
Angela Lumpkin, PhD Rebecca M. Achen, PhD Regan K. Dodd, PhD |
author_sort |
Angela Lumpkin, PhD |
title |
Using Technology-Nested Instructional Strategies to Enhance Student Learning |
title_short |
Using Technology-Nested Instructional Strategies to Enhance Student Learning |
title_full |
Using Technology-Nested Instructional Strategies to Enhance Student Learning |
title_fullStr |
Using Technology-Nested Instructional Strategies to Enhance Student Learning |
title_full_unstemmed |
Using Technology-Nested Instructional Strategies to Enhance Student Learning |
title_sort |
using technology-nested instructional strategies to enhance student learning |
publisher |
Park University |
series |
InSight : A Journal of Scholarly Teaching |
issn |
1933-4850 1933-4869 |
publishDate |
2015-08-01 |
description |
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. |
url |
http://insightjournal.park.edu/wp-content/uploads/2015/08/9-Using-Technology-Nested-Instructional-Strategies-to-Enhance-Student-Learning.pdf |
work_keys_str_mv |
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