Engaging the digitally engaged student: Comparing technology-mediated communication use and effects on student learning

Scott C. D'Urso, Craig R. Scott

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations

Abstract

The role of communication technologies in the learning process is both a dynamic and complex issue. Yet, we know surprisingly little about how the use of specific communication technologies may influence classroom performance, key learning outcomes, and other measures of course satisfaction. The research reported here attempts to add to our knowledge about the role of communication in the technologyenhanced classroom (TEC) education and in technology-enhanced online (TEO) education through a direct comparison of two courses. Our findings indicate additional support for "The No Significant Difference Phenomenon." Furthermore, we found that prior experiences lead students to gravitate towards their preferred learning environments, and that basic website elements are required in any learning environment to enhance student outcomes. Finally, we found that when used appropriately, the benefits of communication technology use in education outweigh many of the drawbacks.

Original languageEnglish (US)
Title of host publicationTeaching, Learning and the Net Generation
Subtitle of host publicationConcepts and Tools for Reaching Digital Learners
PublisherIGI Global
Pages150-170
Number of pages21
ISBN (Print)9781613503478
DOIs
StatePublished - 2011

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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