'Should I Use It?' Assessing the Value of Online Supplemental Course Materials and Their Influence on Student Performance

Autor/inn/en	McGillicuddy, Kara T.; McGloin, Rory
Titel	'Should I Use It?' Assessing the Value of Online Supplemental Course Materials and Their Influence on Student Performance
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 3, S.327-337 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGillicuddy, Kara T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2018.1448298
Schlagwörter	Supplementary Reading Materials; Textbooks; Electronic Publishing; Instructional Effectiveness; Academic Achievement; Technology Uses in Education; Goal Orientation; Mastery Learning; Predictor Variables; College Students; Grades (Scholastic); Public Speaking + Suchen Sie Ihr Suchwort? Reading materials; Lesekartei; Textbook; Text book; Schulbuch; Lehrbuch; Elektronisches Publizieren; Unterrichtserfolg; Schulleistung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zielorientierung; Zielvorstellung; Prädiktor; Collegestudent; Notenspiegel; Vortrag
Abstract	As a result of the ever-growing list of course technologies and software programs, higher education faculty and administration often debate which new tools are most valuable to students. This article investigates whether the use of an online textbook supplemental program ("MindTap"®) has a positive influence on student performance. The impact of goal achievement orientations is also discussed and factored into the analysis, as it provides insight into the motivations that drive the usage of online supplemental course materials. Results found that usage of "MindTap"® is positively predicted by a mastery approach goal orientation. More importantly, it was shown that usage of "MindTap"® positively predicts student performance, above and beyond the impact of age, gender, SAT score and goal achievement orientation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01