It is our belief, however, that in addition to tailored training workshops and ongoing support, university instructors require empirical research that not only demonstrates the pedagogical value of implementing various forms of technologies but also exposes the dilemmas and contradictions of embracing digital technologies within the classroom. We hope that the findings of this research go some way towards doing just this. While the study presents generalizable results from a large, representative sample of students and teachers in a Quebec context, it does have some limitations.
First, the surveys for instructors and students could share more of the same sections so as to enable comparisons between the two populations; these sections include, for example, perceived computer proficiency level and frequency of ICT use in courses. Third, we use multiple regression procedures to eke out the salient predictors of perceived course effectiveness in both student and instructor populations; in future reports, we intend on using exploratory factor analyses to create composites that group together items in theoretically valid categories.
Vivek Venkatesh and Jihan Rabah are joint first authors. Venkatesh was responsible for the overall development and execution of the research, including elaboration of the methodology and discussion sections. Jihan Rabah oversaw the literature review, analyses of results, and revised and redrafted the manuscript after peer review. Abrami, P. Introduction to the special issue on postsecondary instruction: The old science of phrenology and the new science of college teaching.
Educational Research and Evaluation , 10 , Artino, A. Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning , 24 3 , Barker, P. Using wikis and weblogs to enhance human performance.
McGill Journal of Education / Revue des sciences de l'éducation de McGill, Vol 51, No 1 (2016)
Bonk, M. Reynolds Eds. Bruner, J. The culture of education. Butler, R. What learners want to know: The role of achievement goals in shaping information seeking, learning and interest. Harackiewicz Eds. Carini, R. College student responses to web and paper surveys: Does mode matter? Research in Higher Education, 44 1 , Carter, L. A model for meaningful e-learning at Canadian universities.
Keengwee Ed. Caruso, J. Carvalho, A. Impact of podcasts in teacher education: From consumers to producers. Gibson, R. Weber, K. McFerrin, R. Willis Eds. Centre for the Study of Learning and Performance a. PedTech Student Survey. Centre for the Study of Learning and Performance b. PedTech2 Student Survey. Conole, G. Croteau, A. Navigating student ratings of instruction.
American Psychologist, 52 , Davis, F. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13 3 , Dron, J. Pedagogy 2.
Vasile, R. Andone Eds. Timisoara, Romania: Orizonturi Universitare. Collectives, networks and groups in social software for e-learning. Carliner Eds. Dziuban, C. Internet and Higher Education, 14 4 , Edmunds, R. Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach. British Journal of Educational Technology , 43 1 , Elgort, I.
Is wiki an effective platform for group course work? Australasian Journal of Educational Technology, 24 2 , Ellison, N. Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17 1 , Entwistle, N.
Understanding student learning. London, United Kingdom: Croom Helm. Evans, C. Lifelong learning through the virtual university. Journal of Campus Wide Information Systems , 19 4 , Farmer, B. Using blogging for higher order learning in large cohort university teaching: A case study. Galanouli, D. Goktas, Y. Goodyear, P. The Association for Learning Technology Journal , 11 1 , Gosper, M. Australasian Journal of Educational Technology, 29 2 , Hsu, H.
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Jonassen, D. Learning to solve problems with technology: A constructivist perspective 2 nd ed. Karsenti, T. Keengwe, J.
Journal of Information Technology Education , 6 , Kennedy, G. Australasian Journal of Educational Technology, 24 1 , Kirkwood, A. Studies in Higher Education , 30 3 , Kvavik, R. Laurillard, D. Rethinking university teaching: A framework for the effective use of educational technology 2 nd ed. London, United Kingdom: Routledge.
Liu, M. Web 2. Zhang Eds. Lowerison, G.
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Are we using technology for learning? Journal of Educational Technology Systems , 34 4 , Student perceived effectiveness of computer technology use in higher education.
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Luce-Kapler, R. Radical change and wikis: Teaching new literacies. Marsh, H. International Journal of Educational Research, 11 , Smart Ed. New York, NY: Springer. Journal of Educational Psychology, 92 , Matthew, K. Collaborative learning using a wiki. McLoughlin, C. Social software and participatory learning: Pedagogical choices with technology affordances in the Web2. Atkinson, C. McBeath, S. Cheers Eds. Proceedings ascilite Singapore Mendoza, S. The trinity of community: Google, Facebook and Twitter. Menges, R. Effects of student evaluation feedback: A meta-analysis of higher education research.
Meyer, K. Quality in distance education: Focus on on-line learning. Mokhtar, I. Molden, D. Meaning and motivation. Murray, B. APA Monitor , 29 Ogawa, M. Fulford Eds. Oliver, B. Australasian Journal of Educational Technology, 23 2 , Overbay, A. Educational Media International , 47 2 , Penny, A. Effectiveness of consultation on student ratings feedback: A meta-analysis. Review of Educational Research, 74 2 , Rabah, J. Benefits and constraints of technology integration in Quebec English Schools.
Turkish Online Journal of Educational Technology , 14 2 , Index for ICT integration in schools: A holistic approach. Raby, C. Rambe, P. Salaway, G. Schwartz, L. Educational wikis: Features and selection criteria. Shabb, C. Reflective blogs as a tool for assessment of student learning. Smith, S. Preparing faculty for instructional technology: From education to development to creative independence. Sun, P. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Tabachnik, B. Using multivariate statistics 6 th ed. Tang, T. Tsai, I.
Effectiveness of an online community of practice for learning to teach elementary science. Journal of Educational Computing Research, 43 2 , Vajoczki, S. Podcasts: Are they an effective tool to enhance student learning? Journal of Educational Multimedia and Hypermedia , 19 , Vaughan, W. Professional development and the adoption and implementation of new innovations: Do teacher concerns matter? International Electronic Journal for Leadership in Learning , 6 5 , Venkatesh, V.
Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2. Wagner, E. Learner centered psychological principles in practice: Designs for distance education. Educational Technology , 35 2 , Weaver, D. Providing feedback on collaboration and teamwork amongst off-campus students.
Woodward, J. Podcasts to support workshops in chemistry. Retrieved from www2. Wright, S. Student evaluations of teaching: Combining the meta-analyses and demonstrating further evidence for effective use. Xie, Y. The Internet and Higher Education, 11 1 , Young, S. Profiles of effective college and university teachers. The Journal of Higher Education, 70 6 , Use of wikis in higher education Wikis are also gaining currency in university teaching contexts. Use of podcasts in higher education Like wikis, podcasts are weaving their way into the virtual fabric of academic institutions, although their effectiveness as learning tools remains an open question.
Online social networks in higher education Another affordance of Web 2.
Perceptions of Course Effectiveness in Higher Education Several studies have explored the relationship between perceptions of course effectiveness and academic achievement. Prior research in the Quebec context The Centre for the Study of Learning and Performance CSLP in Montreal has conducted survey research on perceptions of effectiveness of ICT integration in the graduate Quebec university context both undergraduate and graduate , most notably Lowerison et al. Research Objectives The purpose of this study was to gauge the perceptions of Quebec university students and teachers regarding perceived course effectiveness, proficiency with and knowledge of specific types of ICTs, as well as perceived effectiveness of technology use in their classrooms.
XAMonline assembles content that aligns with state standards but makes no claims nor guarantees teacher candidates a passing score. Numerical scores are determined by testing companies such as NES or ETS and then are compared with individual state standards. A passing score varies from state to state. What to study in order to prepare for the subject assessments is the focus of this study guide but equally important is how you study.
You can increase your chances of truly mastering the information by taking some simple, but effective steps. Study Tips: 1. Some foods aid the learning process. Foods such as milk, nuts, seeds, rice, and oats help your study efforts by releasing natural memory enhancers called CCKs cholecystokinin composed of tryptophan, choline, and phenylalanine. All of these chemicals enhance the neurotransmitters associated with memory.
Before studying, try a light, protein-rich meal of eggs, turkey, and fish. All of these foods release the memory enhancing chemicals. The better the connections, the more you comprehend. Likewise, before you take a test, stick to a light snack of energy boosting and relaxing foods. A glass of milk, a piece of fruit, or some peanuts all release various memory-boosting chemicals and help you to relax and focus on the subject at hand. Learn to take great notes.
A by-product of our modern culture is that we have grown accustomed to getting our information in short doses i. If your notes are scrawled all over the paper, it fragments the flow of the information. Strive for clarity. Newspapers use a standard format to achieve clarity. Your notes can be much clearer through use of proper formatting.
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Repeat this process on the reverse side of the page. Look at the highly effective result. You have ample room for notes, a left hand margin for special emphasis items or inserting supplementary data from the textbook, a large area at the bottom for a brief summary, and a little rectangular space for just about anything you want. Get the concept then the details. However, if you simply memorize only dates, places, or names, you may well miss the whole point of the subject.
A key way to understand things is to put them in your own words. If you are working from a textbook, automatically summarize each paragraph in your mind. Rephrase them in your own words.