« Zhu Kaplan et al 2011 » : différence entre les versions
| Ligne 53 : | Ligne 53 : | ||
<!-- Entrer ici un résumé personnel de l'article (facultatif) --> | <!-- Entrer ici un résumé personnel de l'article (facultatif) --> | ||
"A recent study by the University of Michigan Center for Research on Learning and Teaching (CRLT) examined how in-class use of laptops affected student perceptions of their attentiveness, engagement, and learning (Zhu, Kaplan, Dershimer, & Bergom, 2012). Students in 16 courses in a variety of disciplines (including nursing, political science, biology, and education) were surveyed. In eight of the courses, instructors integrated the use of LectureTools, a collection of web-based tools that students can use on their laptops for a variety of in-class activities, including asking and answering questions, taking notes, annotating on PowerPoint slides, rating their understanding of content, and reviewing the recorded lecture after class. Students in the remaining eight courses functioned as a control group. In these eight courses, instructors permitted their students to use their own laptops in class, but did not integrate activities using the laptops into course instruction. The researchers describe the eight control-group courses as otherwise “similar” to the Lecture-Tools courses. A total of 595 students participated in this study, yielding an overall response rate of 35%. | |||
Students enrolled in courses in which they used LectureTools on their laptops in class reported higher levels of engagement and learning than students in courses in which the instructor allowed laptops but did not integrate them into instruction. For example, in response to the statement “My laptop helped me to be engaged during lecture,” 60% of the LectureTools students and 39% of the students in the control group either agreed or strongly agreed. In response to the statement “My laptop helped me learn more,” 53% of the Lecture Tools students and 40% of the control-group students agreed or strongly agreed. | |||
However, 75% of the students from both groups acknowledged that bringing their laptops to class increased the amount of time they spent on activities unrelated to learning, such as checking email and social networking. Furthermore, 40% of the students in the Lecture Tools group and 46% of the students in the control group reported feeling “somewhat or significantly distracted” when other students seated near them were using laptops. | |||
The Zhu et al. study reinforces findings from other studies demonstrating that when students use laptops and other electronic devices in instructor-designed activities that are connected to course learning objectives, student use of these tools can have a positive impact on classroom learning and engagement (Samson, 2010; Saunders & Klemming, 2003). To learn about two WUSTL courses that integrate laptops and other devices during in-class active-learning activities, please see Fisher et al. (2012) and Teaching with Flexible Technology." (http://teachingcenter.wustl.edu/Journal/Reviews/Pages/Research-In-Class-Devices.aspx) | |||
<br> | <br> | ||
== 6. Voir aussi == | == 6. Voir aussi == | ||
Version du 15 avril 2015 à 15:45
Use of laptops in the classroom: Research and best practices
1. Références
- Référence complète APA : Zhu, E., Kaplan, M., Dershimer, R. C., & Bergom, I. (2011). Use of laptops in the classroom: Research and best practices (No. 30). CRLT Occasional Papers. Center for Research on Teaching and Learning: University of Michigan.
- Auteur(s) : Erping Zhu, Matthew Kaplan, R. Charles Dershimer, Inger Bergom
- Revue :
2. Copies
- Copie locale : Fichier:Zhu Kaplan et al 2011.pdf
- Copie physique :
3. Mots-clés
4. Abstract
"In this Occasional Paper, we present the results of a CRLT research study that examined student perceptions of how laptops affect attentiveness, engagement, and learning, and we suggest guidelines for using laptops and other mobile devices effectively in the classroom. As we discuss below, laptops can be an effective tool for promoting student learning if faculty plan carefully for how and when they will ask students to use their laptops, rather than simply allowing students to bring them to class."
5. Résumé (facultatif)
"A recent study by the University of Michigan Center for Research on Learning and Teaching (CRLT) examined how in-class use of laptops affected student perceptions of their attentiveness, engagement, and learning (Zhu, Kaplan, Dershimer, & Bergom, 2012). Students in 16 courses in a variety of disciplines (including nursing, political science, biology, and education) were surveyed. In eight of the courses, instructors integrated the use of LectureTools, a collection of web-based tools that students can use on their laptops for a variety of in-class activities, including asking and answering questions, taking notes, annotating on PowerPoint slides, rating their understanding of content, and reviewing the recorded lecture after class. Students in the remaining eight courses functioned as a control group. In these eight courses, instructors permitted their students to use their own laptops in class, but did not integrate activities using the laptops into course instruction. The researchers describe the eight control-group courses as otherwise “similar” to the Lecture-Tools courses. A total of 595 students participated in this study, yielding an overall response rate of 35%.
Students enrolled in courses in which they used LectureTools on their laptops in class reported higher levels of engagement and learning than students in courses in which the instructor allowed laptops but did not integrate them into instruction. For example, in response to the statement “My laptop helped me to be engaged during lecture,” 60% of the LectureTools students and 39% of the students in the control group either agreed or strongly agreed. In response to the statement “My laptop helped me learn more,” 53% of the Lecture Tools students and 40% of the control-group students agreed or strongly agreed.
However, 75% of the students from both groups acknowledged that bringing their laptops to class increased the amount of time they spent on activities unrelated to learning, such as checking email and social networking. Furthermore, 40% of the students in the Lecture Tools group and 46% of the students in the control group reported feeling “somewhat or significantly distracted” when other students seated near them were using laptops.
The Zhu et al. study reinforces findings from other studies demonstrating that when students use laptops and other electronic devices in instructor-designed activities that are connected to course learning objectives, student use of these tools can have a positive impact on classroom learning and engagement (Samson, 2010; Saunders & Klemming, 2003). To learn about two WUSTL courses that integrate laptops and other devices during in-class active-learning activities, please see Fisher et al. (2012) and Teaching with Flexible Technology." (http://teachingcenter.wustl.edu/Journal/Reviews/Pages/Research-In-Class-Devices.aspx)