An Evaluation of the Impact of Digital Technology Innovations on Students’ Learning: Participatory Research Using a Student-Centred Approach

Article


Awidi, Isaiah T. and Paynter, Mark. 2024. "An Evaluation of the Impact of Digital Technology Innovations on Students’ Learning: Participatory Research Using a Student-Centred Approach." Technology, Knowledge and Learning. 29 (1), pp. 65-89. https://doi.org/10.1007/s10758-022-09619-5
Article Title

An Evaluation of the Impact of Digital Technology Innovations on Students’ Learning: Participatory Research Using a Student-Centred Approach

Article CategoryArticle
AuthorsAwidi, Isaiah T. and Paynter, Mark
Journal TitleTechnology, Knowledge and Learning
Journal Citation29 (1), pp. 65-89
Number of Pages25
Year2024
PublisherSpringer
Place of PublicationNetherlands
ISSN2211-1662
2211-1670
Digital Object Identifier (DOI)https://doi.org/10.1007/s10758-022-09619-5
Web Address (URL)https://link.springer.com/article/10.1007/s10758-022-09619-5
Abstract

In this paper we report on a study of the impact of digital technology (DT) innovations on students’ learning in a Western Australian University. The innovations were implemented by 42 course coordinators (CC) following two days of learning design workshops. In collaboration with nine CCs, we conducted an evaluation of their innovations. Data were collected through two structured interviews with each CC and an online questionnaire for 1500 students. Elements of students’ course feedback were incorporated into the final analysis of the data. A model for improving students learning in a digital environment was used as a guide to the evaluation process. The findings indicated that DT interventions helped students prepare for laboratory activities and class participation, increased their levels of interaction and collaboration, and provided effective and timely management of feedback from lecturers. Students also reported greater access to learning resources, plus more motivation and engagement. CCs were generally pleased with their innovations; however, in their second interview, at the end of the semester, CCs identified several aspects of their course design that warranted improvement, including the need for more professional support in making those improvements

KeywordsDigital technologies; Critical reflection; Assessment and feedback ; Enhanced learning; Support and motivation ; Student learning experience; Learning design; teaching innovation
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
Byline AffiliationsUniversity of Southern Queensland
University of Western Australia
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