When Teachers Support Students in Technology Mediated Learning

Leonardo Caporarello, Massimo Magni and Ferdinando Pennarola ()
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Leonardo Caporarello: Bocconi University
Massimo Magni: Bocconi University
Ferdinando Pennarola: Bocconi University

A chapter in Organizational Innovation and Change, 2016, pp 161-177 from Springer

Abstract: Abstract This paper focuses on information technology adoption and use within the education sector. We have analyzed the impact on learning effectiveness of technology mediated learning environments, namely characterized by the adoption of tablet based technologies, as a revolutionary complement to traditional teaching/learning techniques. Our research analyzes the effect of “Support Activities” on grades. “Support Activities” are defined in this paper as the set of constructs like “Teachers’ Encouragement”, “Classmates’ Encouragement” and “Technical Support Availability”. Grades are used as a measure of learning effectiveness. A sample of 370 students participated in our study, being attendants of experimental classes using tablets as ordinary working tool to access to digital resources. Our mainstream theory reference was built on the theoretical foundations of Technology Acceptance Model, by comparing the perceived effect of those constructs between grade ranges. Finally, the experimental sample was compared to classes where the same teachers used traditional learning resources. The aim of this work is to give a practical understanding of support factors influencing tablet-mediated learning effectiveness. In particular, our findings show the differences between scientific and humanistic subjects. Our research confirms that technology alone does not revolutionize teaching and learning; nonetheless, it contributes to an improved experience if support initiatives are deployed.

Keywords: Tablet technologies; Technology mediated learning; Learning effectiveness (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:spr:lnichp:978-3-319-22921-8_13

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DOI: 10.1007/978-3-319-22921-8_13

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