Schools grapple with web inequality as coronavirus closes their doorways

Overview of Computer Internet Technology

First, many research used small pattern sizes and have been restricted to 1 course, one diploma degree, and one college. Second, very few studies used experimental or quasi-experimental designs; therefore, little or no evidence exists to substantiate a cause and effect relationship between applied sciences and student engagement indicators. In addition, in many research that did use experimental or quasi-experimental designs, participants weren’t randomized; quite, members who volunteered to use a selected technology were in comparison with those who selected not to use the know-how.

As a outcome, there is a risk that elementary differences between users and non-users might have affected the engagement outcomes. Furthermore, lots of the research didn’t isolate particular technological options (e.g, using solely the breakout rooms for group work in web-conferencing software program, rather than utilizing the chat function, display sharing, and breakout rooms for group work). Using a number of features without delay may have conflated pupil engagement outcomes. Fourth, many studies were carried out throughout a really temporary timeframe, such as one educational term.

Future research should examine whether or not informational technologies, such as video lectures, podcasts, and pre-recorded narrated Power Point displays or display screen casts, have an effect on pupil engagement. Finally, studies ought to look at the affect of cellular software program and applied sciences, such as academic apps or smartphones, on scholar engagement. While there seems to be preliminary help for the use of most of the technologies to promote student engagement, there are important methodological limitations in the literature and, consequently, findings must be interpreted with caution.

In the sections that follow, we offer an outline of the findings, a proof of current methodological limitations and areas for future research, and a listing of best practices for integrating the technologies we reviewed into the teaching and learning process. Social networking sites, similar to Facebook, Twitter, Instagram, and LinkedIn, enable users to create and share digital content publicly or with others to whom they are linked and communicate privately through messaging features. In the sections that comply with, we study how both Facebook and Twitter influence different types of student engagement. Another commonality is that many of the applied sciences, except maybe for digital video games, are designed primarily to promote interplay and collaboration with others. Our search yielded very few research on how informational technologies, similar to video lectures and podcasts, influence student engagement.

Facebook is an internet-based service that enables customers to create a public or non-public profile and invite others to connect. Within an educational context, Facebook has often been used as a supplementary educational software to lectures or LMSs to assist class discussions or develop, ship, and share tutorial content material and assets.

As a outcome, optimistic scholar engagement findings could also be attributed to a “novelty effect” (Dichev & Dicheva, 2017) associated with utilizing a brand new expertise. Finally, many research lack sufficient details about learning activities, elevating questions about whether poor tutorial design could have adversely affected results. For example, an teacher could intend to elicit greater-order pondering from students, but if studying exercise directions are written using low-level verbs, corresponding to establish, describe, and summarize, college students shall be much less prone to interact in greater-order pondering. Web-conferencing software program and Facebook also yielded the most positive findings, influencing 4 of the seven indicators of scholar engagement, compared to other collaborative applied sciences, corresponding to blogs, wikis, and Twitter.

Twitter is a web-based service the place subscribers can post quick messages, referred to as tweets, in real-time which are not than one hundred forty characters in size. Twitter subscribers might “observe” different customers and gain entry to their tweets and in addition might “retweet” messages which have already been posted (Hennessy, Kirkpatrick, Smith, & Border, 2016; Osgerby & Rush, 2015; Prestridge, 2014; West, Moore, & Barry, 2015; Tiernan, 2014;).

Computer-based mostly technology (hereafter known as technology) requires the use of particular hardware, software program, and micro processing options available on a pc or mobile system. Despite the interest in pupil engagement and the demand for more technology in larger education, there are not any articles offering a complete evaluate of how these two variables intersect. As a outcome, universities have proven a robust interest in the way to enhance pupil engagement, particularly given rising exterior pressures to improve learning outcomes and put together students for tutorial success (Axelson & Flick, 2011; Kuh, 2009). Therefore, the first purpose of our literature evaluate was to discover whether technology influences scholar engagement.

Instructors may use Twitter to submit updates concerning the course, make clear expectations, direct students to further studying materials, and encourage students to debate course content (Bista, 2015; Williams & Whiting, 2016). Several of the studies on the use of Twitter included broad, all-encompassing measures of student engagement and produced mixed findings. For example, some studies recommend that Twitter increases scholar engagement (Evans, 2014; Gagnon, 2015; Junco, Heibergert, & Loken, 2011) whereas different research counsel that Twitter has little to no affect on student engagement (Junco, Elavsky, & Heiberger, 2013; McKay, Sanko, Shekhter, & Birnbach, 2014). Therefore, making Twitter use mandatory, growing faculty involvement in Twitter, and integrating Twitter into assignments might help to increase student engagement. The objective of this paper is to provide a literature review on how computer-based expertise influences pupil engagement inside greater education settings.

The majority of research on Facebook handle behavioral indicators of pupil engagement, with far fewer focusing on emotional or cognitive engagement. Determine whether different applied sciences not included on this evaluate affect student engagement. Facebook and Twitter regularly appear in the literature relating to social networking, however it is unclear how other in style social networking websites, corresponding to LinkedIn, Instagram, and Flickr, affect pupil engagement. Future research ought to focus on the efficacy of those and different popular social networking sites for selling student engagement. In addition, there were very few research about whether or not informational technologies, which contain the one-way transmission of data to students, have an effect on different types of student engagement.