Technology and learning in the undergraduate classroom

Developing educational technologies in support of traditional face-to-face learning environments have the capacity to shift the undergraduate learning experience from a teacher-centered toward a student-centered model. In theory, shifting the learning paradigm of students revolving around the teacher toward one where the student becomes the center of the undergraduate experience may improve learner interest and achievement (Kinzie, Sullivan, & Berdel, 1988). In fact, in a 1957 study of this phenomenon, Newman concluded that student control of the learning experience resulted in a substantial advantage in students\u27 learning (Newman, 1957). Therefore, when students take greater control of their learning experience it could be expected that their interest and motivation in the subject matter will improve. Research by cognitive scientists provides evidence that differences among student learning are not so much attributed to variations in raw intelligence but rather are more likely related to variations in the student experience and acquaintance within the domain for which learning is desired (Phillips & Soltis, 1998). This suggests that learners would benefit from multiple appropriate opportunities to learn. The current research begins an investigation to identify the effect of technology on undergraduate student learning, as well as on student attitude toward the learning experience when Internet (online) technology is added to a face-to-face pedagogical strategy in undergraduate survey course sections. Specifically, the researcher investigated the differences in learning between students taking the same introductory-level course taught with “face-to-face,” “static dual mode,” “dynamic dual mode,” and “online” instructional delivery. The findings of this research were that using technology in instruction of the course did have an effect on student achievement and attitudes toward instruction. First, students receiving instructional treatment in the dynamic dual instructional mode had significantly higher achievement scores than students in either traditional or static dual treatment modes. Furthermore, students receiving instruction in the dynamic dual mode had significantly greater positive attitudes toward the instruction received than students in either the traditional or static dual treatment groups. Finally, students receiving instruction in the flexible online mode showed similar outcomes in achievement and attitude as were found in the dynamic dual instructional group