A study of the impact of technology-enhanced learning on student academic performance.

Chowdhry, Sandeep; Sieler, Karolina; Alwis, Lourdes

Abstract

In university education a lot of emphasis is placed on the use of the virtual learning environment (VLE) in teaching to enhance the student learning experience. As a result, the academic staff is encouraged to use VLEs in different ways, including as a platform to provide online access to the study material but also as a source of additional online module activities aimed at enhancing student learning. This article reports on a study conducted on 257 students to investigate whether the utilisation of VLE has any impact on the final marks achieved by the students. As part of the study, the VLE logs were contrasted with the final marks of the students participating in a Law Module (LM), an Electrical Engineering Module (EEM) and a Mechanical Engineering Module (MEM) delivered at Edinburgh Napier University in the academic year 2013/14. The results showed that the number of VLE visits did not have a direct impact on the final marks obtained by the students. However, for one of the modules there was some correlation between the final marks obtained by the students and the way the modules were structured around the VLE. The results of the study emphasised the need for continued improvement of the technology-enhanced teaching and learning skills of the academic staff in order to enhance the student learning experience.

Citation

Chowdhry, S., Sieler, K., & Alwis, L. (2014). A study of the impact of technology-enhanced learning on student academic performance. Journal of Perspectives in Applied Academic Practice, 2,

• Journal Article Type: Article
• Publication Date: 2014-11
• Deposit Date: Dec 15, 2014
• Publicly Available Date: Dec 15, 2014
• Journal: Journal of Perspectives in Applied Academic Practice
• Print ISSN: 2051-9788
• Electronic ISSN: 2051-9788
• Peer Reviewed: Peer Reviewed
• Volume: 2
• Keywords: VLE; technology-enhanced learning (TEL); academic performance; ELGG
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/7372
• Publisher URL: http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/111