Despite pressure for faculty to infuse technology into their teaching, little data exist on the extent to which technology-enhanced instruction in higher education is actually effective in helping faculty members reach instructional goals. This poster shares the results of a pre- post-course evaluation study conducted to assess the extent to which a variety of standard and instructor-modified modules within WebCT were effective in increasing student learning, motivation, and technology use and skill. One hundred and fourteen undergraduates in the same 300-level child development course completed pre-post course surveys. Results show that students used the web-based tools extensively. Statistically- and practically-significant pre-post changes were observed for students' technology use, skill, and enjoyment, and a reduction in student computer anxiety was also observed. Most students perceived the web-based tools to be quite useful for improving student learning, student motivation, and course communication. Use of the online tools was positively associated with performance in the course. (Author)
Poster presented at the Annual Conference of the American Psychological Association (110th, Chicago, IL, August 22-25, 2002).