History, Learning Technology and Student Achievement: Making the Difference?

Autor/in	Rogers, Graham
Titel	History, Learning Technology and Student Achievement: Making the Difference?
Quelle	In: Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, 5 (2004) 3, S.232-247 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787404043811
Schlagwörter	Educational Technology; Distance Education; Higher Education; Academic Achievement; Critical Thinking; History; Student Attitudes; Evaluation Methods + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Kritisches Denken; Geschichte; Geschichtsdarstellung; Schülerverhalten
Abstract	The use of Web-based resources in higher education has been expanding at an exponential rate over recent years. It is having a significant impact on every discipline, not least in terms of enriching the store of accessible learning materials. Moreover, advocates of virtual learning environments have made strong claims that educational technology can enhance the quality of students' critical thinking. This article examines these claims within the context of a WebCT-based project and the subject of history. It interrogates a body of evidence which suggests that technology can induce improvement to the quality of learning and cognitive achievement. But it also underlines the centrality of assessment practice and students perceptions of learning goals in shaping the impact of "online" approaches on student attainment. To that extent, this study holds wider implications. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10