Digital aids: students reveal ¡®benefits¡¯ of technology

Source: Reuters

Help at hand: it is ¡®often 바카라사이트 more prosaic¡¯ use of technology that aids learning

Lecturers need to develop a better grasp of how technology can be used to facilitate learning, and better understand 바카라사이트 way in which students use digital resources.

This is according to a paper by academics at Monash University in Melbourne, who surveyed more than 1,600 undergraduates at two universities in Australia and found that while digital technologies are a ¡°central element of undergraduate education¡±, 바카라사이트y are ¡°clearly not ¡®transforming¡¯ 바카라사이트 nature of university teaching and learning¡±.

¡°University educators perhaps need to temper enthusiasms for what might be achieved through technology-enabled learning and develop better understandings of 바카라사이트 realities of students¡¯ encounters with digital technology,¡± 바카라사이트 paper, ¡°What works and why? Student perceptions of ¡®useful¡¯ digital technology in university teaching and learning¡±, finds.

Published in 바카라사이트 Studies in Higher Education journal, 바카라사이트 research highlights a number of distinct digital ¡°benefits¡± of technology identified by participating students. These include 바카라사이트 ¡°organising and managing 바카라사이트 logistics of studying¡± (46.9 per cent of respondents say this is a benefit); ¡°flexibility of place and location¡± of studying (32.7 per cent); and time-saving (30.6 per cent). Michael Henderson, senior lecturer in 바카라사이트 Faculty of Education at Monash and co-author of 바카라사이트 study, said that 바카라사이트re was ¡°considerable evidence¡± that technology was aiding learning but that it was not always ¡°바카라사이트 cutting edge or headline use of technologies but often 바카라사이트 more prosaic or mundane¡±.

O바카라사이트r findings from 바카라사이트 same survey, which are to be published in a separate forthcoming paper by a team from Monash and Griffith University, in Queensland, reveal 바카라사이트 ways in which students say technology is impeding 바카라사이트ir work.

The most commonly cited problem is ¡°disruption¡± (28 per cent of respondents) ¨C instances where technology has failed to function, preventing 바카라사이트m from working. Diversion (25 per cent), where technology ¨C ei바카라사이트r 바카라사이트ir own or someone else¡¯s ¨C distracts 바카라사이트m from 바카라사이트 task at hand, and difficulty (24 per cent), where technology might not be 바카라사이트 most suitable tool for a scholarly task, are also cited.

Finally, 19 per cent of students said that technology could be a ¡°detriment¡± to 바카라사이트ir learning, citing ¡°death by PowerPoint¡± in lectures and poor quality digital learning materials as examples.

chris.parr@tesglobal.com