What have researchers done to study teaching with technology?
Educational research on teaching with technology is still relatively recent, so many institutions are still developing empirical studies to understand how to maximize the potential of using digital tools to maximize student learning. We’ve curated some research here to show the breadth of research already conducted in the educational community to add some context to the resources we offer on EdTech Commons.
Literature Reviews and Bibliographies
- Aly, I. (2013). Performance in an online introductory course in a hybrid classroom setting. The Canadian Journal of Higher Education, 43.2, 85-99: This study compares the performances of undergraduate students in an online managerial accounting course and a hybrid managerial accounting course, concluding that students in the fully online section were as equally as successful as students in the hybrid section.
- Baepler, P., Walker, J.D., & Driessen, M. (2014). “It’s Not about Seat Time: Blending, Flipping, and Efficiency in Active Learning Classrooms.” Computers & Education, 78, 227-236: By reducing the seat time in a large introductory chemistry class and putting students during seat time into an active learning classroom, this study found that learning outcomes improved and students had a positive perception of their classroom space.
- Delialioglu, O. (2012). “Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches.” Journal of Educational Technology & Society, 15.3, 310-322. Through comparing different students’ experiences in different learning environments, this study concluded that problem-based blended learning worked best to engage students in course material.
Teaching and Learning Guides & Tips from the Teaching and Learning Community
Journals and Other Research Resources