Engaging online learners: The impact of Web-based learning technology on college student engagement

Department of Counseling and Higher Education, University of North Texas, 1155 Union Circle #310829, Denton, TX 76203-5017, USA; Center for Postsecondary Research, Indiana University Bloomington, USA
Computers & Education (Impact Factor: 2.63). 05/2010; DOI: 10.1016/j.compedu.2009.11.008
Source: DBLP

ABSTRACT Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.

1 Bookmark
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This article presents a number of possibilities that digital technologies can offer to increase access for Indigenous people to higher education in Australia. Such technologies can assist Indigenous high school students acquire the knowledge and skills they require to be accepted into higher education courses. They can also assist Indigenous students to be more successful in their higher education studies. While this article is contextualised to the Australian higher education setting specifically, the principles derived within may be applied to other disadvantaged groups worldwide. It may be concluded that the despite the barriers to the uptake of digital technologies, the potential offered holds much promise for such groups. In Australia, Indigenous people are the most severely under-represented in higher education, with access rates that have been declining over the past 6 years. Therefore, this issue has been classified as a matter of the highest national priority (Bradley, Noonan, Nugent, & Scales, 2008, p. 16). Concurrently, evidence is mounting that digital learning environments are able to produce positive learning outcomes for Indigenous students, albeit with a number of barriers to their uptake. This literature review explores: current trends in digital technologies and tertiary instructional practices, barriers to the uptake of digital technologies for Indigenous learners in Australia, and the potential of digital technologies for accommodating Indigenous learning styles. A number of implications for practice are discussed, based on the review of the literature.
    The Australian Journal of Indigenous Education. 08/2013; 42(01).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Motivating students to be active learners is a perennial problem in education, and is particularly challenging in lectures where instructors typically prepare content in ad-vance with little direct student participation. We describe our experience using Twitter as a tool for student "co-construction" of lecture materials. Students were required to post a tweet prior to each lecture related to that day's topic, and these tweets -- consisting of questions, examples and reflections -- were incorporated into the lecture slides and notes. Students reported that they found lectures including their tweets in the class slides to be engaging, interactive and relevant, and nearly 90% of them recommended we use our co-construction approach again.
    Proceedings of the SIGCHI Conference on Human Factors in Computing Systems; 04/2013
  • [Show abstract] [Hide abstract]
    ABSTRACT: In June 2010, a survey was carried out to explore access to digital technology, attitudes to digital technology and approaches to studying across the adult life span in students taking courses with the UK Open University. In total, 7000 people were surveyed, of whom more than 4000 responded. Nearly all these students had access to a computer and the Internet, but younger students were more likely than older students to have access to other technologies, to spend longer time using those technologies and to have more positive attitudes to digital technology. However, there was no evidence for any discontinuity around the age of 30, as would be predicted by the “Net Generation” and “Digital Natives” hypotheses. Older students were more likely than younger students to adopt deep and strategic approaches to studying and less likely to adopt a surface approach to studying. In addition, regardless of their ages, students who had more positive attitudes to technology were more likely to adopt deep and strategic approaches to studying and were less likely to adopt a surface approach to studying. Practitioner NotesWhat is already known about this topic• Younger students have more access to digital technology and more positive attitudes to such technology than older students.• Students who have more positive attitudes to technology are more likely to adopt deep and strategic approaches to studying and are less likely to adopt a surface approach.• Nevertheless, older students are more likely to adopt deep and strategic approaches to studying and are less likely to adopt a surface approach than are younger students.What this paper adds• Students' use of, and attitudes to, digital technology vary monotonically across the adult lifespan, and there is no evidence for any discontinuity around the age of 30.• Students' age and their attitudes to digital technology are distinct predictors of their approaches to studying.• When they have similar access to relevant forms of technology, older students may be more likely than younger students to respond to online surveys.Implications for practice and/or policy• Policy-makers and practitioners should reject stereotypes regarding younger and older learners, such as those reflected in the Net Generation and Digital Natives hypotheses.• Both younger and older students hold broadly positive attitudes to digital technology.• Whatever their age, today's students regard the use of digital technology as an integral part of their experience of higher education.
    British Journal of Educational Technology 03/2013; 44(2). · 1.54 Impact Factor


Available from