Document Type

Contribution to Book

Language

eng

Format of Original

21 p.

Publication Date

11-2011

Publisher

IGI Global

Source Publication

Teaching, Learning and the Net Generation: Concepts and Tools for Reaching Digital Learners

Source ISSN

9781613503478

Original Item ID

doi: 10.4018/978-1-61350-347-8.ch009

Abstract

The role of communication technologies in the learning process is both a dynamic and complex issue. Yet, we know surprisingly little about how the use of specific communication technologies may influence classroom performance, key learning outcomes, and other measures of course satisfaction. The research reported here attempts to add to our knowledge about the role of communication in the technology enhanced classroom (TEC) education and in technology-enhanced online (TEO) education through a direct comparison of two courses. Our findings indicate additional support for “The No Significant Difference Phenomenon.” Furthermore, we found that prior experiences lead students to gravitate towards their preferred learning environments, and that basic website elements are required in any learning environment to enhance student outcomes. Finally, we found that when used appropriately, the benefits of communication technology use in education outweigh many of the drawbacks.

Comments

Published version. "Engaging the Digitally Engaged Student: Comparing Technology-Mediated Communication Use and Effects on Student Learning" in Teaching, Learning and the Net Generation: Concepts and Tools for Reaching Digital Learners. Ed. Sharmila Pixy Ferris. Hershey: PA: IGI Global, 2012: 150-172. DOI.

This chapter appears in Teaching, Learning and the Net Generation: Concepts and Tools for Reaching Digital Learners edited/authored by Sharmila Pixy Ferris. Copyright 2012, IGI Global, www.igi-global.com. Posted by permission of the publisher.

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