Article

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

Center for Postsecondary Research, Indiana University Bloomington, USA
Computers & Education (Impact Factor: 2.56). 05/2010; 54(4):1222-1232. 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.

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Available from: Pu-Shih Daniel Chen, Aug 08, 2015
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    • "Given that using online learning technologies to enable inquiry-based learning is likely to contribute to the outcomes of student experience in qualitatively different ways, it is surprising that research into reasons behind this variation is yet to motivate an ongoing focus into approaches to learning technologies. While there has been considerable work into student experience of learning and the Internet (eg, Bliuc, Ellis, Goodyear & Piggott, 2010; Chen, Lambert & Guidry, 2010; "

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    • "Emergent research indicates that Social Media applications have made exponential and potent in-road in higher education over the last 5 years (Bennett et al., 2012; Brown, 2012; Carroll et al., 2011; Chen et al., 2010; Everson et al., 2013; Friedman & Friedman, 2013; Huang et al., 2011; Hung & Yuen, 2010; Junco, 2012; Mazman & Usluel, 2010; Piotrowski 2015; Prates et al., 2013; Sim & Hew, 2010; Tess, 2013; Voorn & Kommers, 2013; Wang et al., 2012), including applications in graduate-level coursework (e.g., Meyer, 2010). However, the impetus for the integration of Web 2.0 communicative technologies in education has been predominantly robust and without criticism. "

    Full-text · Article · Oct 2015
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    • "Bunlardan, Holley ve Dobson (2008) ile Chen, Lambert ve Guidry (2010)'nin çalışmalarının bu çalışmadan farklılaşan yönlerinden biri örneklemin büyüklüğünün geniş tutulması olarak gösterilebilir. Bununla birlikte belirtilen çalışmaların (Holley ve Dobson, 2008; Chen, Lambert ve Guidry, 2010; Sarıtepeci ve Yıldız, 2014) örneklemini oluşturan katılımcıların lise ya da üniversite düzeyinde olması da önemli bir farklılık olarak görülebilir. Bu çalışmanın sonuçlarıyla belirtilen çalışmalar arasındaki bu farklılığın başka bir sebebi de bu çalışmanın sınırlılıklarıyla açıklanabilir. "

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