Increasing Student Learning, Technology Use, and Computer Skills via Use of WebCT in an Undergraduate Child Development Course: A Pre-Post Course Evaluation Study.

Winsler, Adam; Manfra, Louis

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Record Details - ED472513

Title: Increasing Student Learning, Technology Use, and Computer Skills via Use of WebCT in an Undergraduate Child Development Course: A Pre-Post Course Evaluation Study.

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Title:	Increasing Student Learning, Technology Use, and Computer Skills via Use of WebCT in an Undergraduate Child Development Course: A Pre-Post Course Evaluation Study.
Authors:	Winsler, Adam; Manfra, Louis
Descriptors:	Computer Assisted Instruction; Computer Uses in Education; Educational Objectives; Educational Technology; Higher Education; Instructional Materials; Online Systems; Student Motivation; World Wide Web
Source:	N/A
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Publisher:	N/A
Publication Date:	2002-08-00
Pages:	12
Pub Types:	Reports - Research; Speeches/Meeting Papers
Abstract:	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)
Abstractor:	N/A
Reference Count:	N/A

Note:	Poster presented at the Annual Conference of the American Psychological Association (110th, Chicago, IL, August 22-25, 2002).
Identifiers:	N/A
Record Type:	Non-Journal
Level:	2 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Higher Education

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