The Role of Technology in Student Learning and Engagement: The Case of the Webinar

Mohammad Ali Wasim () and Kathryn Mitchell ()
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Mohammad Ali Wasim: Staffordshire Business School, University of Staffordshire
Kathryn Mitchell: Staffordshire Business School, University of Staffordshire

A chapter in Eurasian Business and Economics Perspectives, 2022, pp 19-35 from Springer

Abstract: Abstract This exploratory study looks into the use of webinars and how they impact student learning and engagement. An analysis of literature will be carried out to explore student learning and engagement and the link between webinar use. Recommendations would be given to practitioners to help them enhance the student learning and engagement through the use of webinars and also identifying the right virtual platforms for use. The objectives of this research were to identify the role of technology in student learning and engagement; secondly, develop an understanding of the use of webinars as a tool; and, thirdly, understand and analyse the impact of webinar use on student learning and engagement. The research is going to follow a constructivist approach utilizing qualitative methods to collect data. Questionnaires would be distributed to business school students who have experienced both face-to-face sessions and webinars. In conclusion, a holistic approach needs to be taken to understand the nature and the use of technology to enhance the learning and engagement of students. In addition, a more informed approach needs to be undertaken when framing policies for technology in the higher education sector. This should involve all stakeholders and would be significant in supporting the use of technology and enhancing student learning and engagement.

Keywords: Online learning; Student learning and engagement; Webinars; Technology use in HE; Blended learning; Teaching and learning (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:spr:eurchp:978-3-031-14395-3_2

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DOI: 10.1007/978-3-031-14395-3_2

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