Building lectures and building bridges with socio-economically disadvantaged students

Article


Phillips, Peter J. and Loch, Birgit. 2011. "Building lectures and building bridges with socio-economically disadvantaged students." Educational Technology and Society. 14 (3), pp. 240-251.
Article Title

Building lectures and building bridges with socio-economically disadvantaged students

ERA Journal ID20269
Article CategoryArticle
AuthorsPhillips, Peter J. (Author) and Loch, Birgit (Author)
Journal TitleEducational Technology and Society
Journal Citation14 (3), pp. 240-251
Number of Pages12
Year2011
Place of PublicationPalmerston North, New Zealand
ISSN1176-3647
1436-4522
Web Address (URL)http://www.ifets.info/journals/14_3/20.pdf
Abstract

This paper is an empirical analysis of the first stage of an ongoing effort to introduce technology to enhance student learning in introductory corporate finance within a multi-campus and multi-mode regional Australian University. The engagement and performance of low socio-economic status (SES) students is of particular interest because approximately one-quarter of the university's enrolled students are classified low SES. A Tablet PC is used to facilitate a cooperative 'building' of each week's lecture in class and the recording of this process for delivery online. The analysis of the academic achievement of two cohorts of students in two different semesters—with the technology and without—forms the basis of the formal evaluation of the efficacy of the approach to date. The results indicate that there is a significant difference in retention (drop-out statistics) and academic achievement (examination performance, final grade and course progression statistics) between the 'Tablet PC' and 'control' semesters. The largest improvement was exhibited by the low SES students.

Keywordstablet PC; socio-economic status; academic achievement; retention; student engagement
ANZSRC Field of Research 2020390203. Sociology of education
390303. Higher education
380104. Economics of education
Public Notes

© International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the
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are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by
others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior
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Byline AffiliationsSchool of Accounting, Economics and Finance
Swinburne University of Technology
Institution of OriginUniversity of Southern Queensland
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