Recent advances in technology have increased options for integrating different learning tools in a university classroom setting. This has dramatically changed teaching approaches used by university educators, and concomitantly, the student learning environment. Use of PowerPoint is ubiquitous while more interactive tools, apps, and platforms are slowly making their way into educator toolboxes. Given their relatively recent implementation, the effectiveness of the various interactive tools in supporting the student learning environment remains contentious. Moreover, use of these tools for non-academic purposes by students during lectures can impact not only the user but potentially other students in the vicinity. The purpose of this study is to examine how technology has changed the classroom dynamic and determine which of the more interactive tools have been most effective in promoting post-secondary science student learning and engagement. Specifically, we wished to: (a) determine if targeted electronic individual and group activities using integrated polling software, tablets and clickers, web-based tools, etc. help with student learning. If so, which ones are most effective and under what contexts? (b) determine the driving factors influencing student motivation towards learning and if use of technology in the classroom has helped to augment this. We surveyed 300 undergraduate Lakehead University students (Barrie & Orillia, ON, Canada campuses) using a Likert scale questionnaire administered either online or via paper format. Data were analysed using ordinal logistic regression in R.
Results/Conclusions
Preliminary results suggest that specific targeted electronic activities such as the use of short video clips to help explain concepts during lectures, polling software, and self-administered online study tools are most effective. While student motivation can be enhanced by technology, ultimately learning and engagement is more dependent on the professor’s ability to effectively use the particular medium as a tool rather than a replacement for teaching.