Evaluating the Use of Web-Based Learning Tools in Middle Classrooms
Robin Kay, University of Ontario Institute of Technology, Canada
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study evaluated the use WBLTs in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning, design, and engagement features of WBLTs. On the other hand, students were moderately positive about these same features. Student performance with respect to remembering, understanding, applying and evaluating concepts increased significantly when WBLTs were used. Qualitative data suggested that students liked the visual supports, ease of use, and interactivity of WBLTs as well using technology to learn. Some students noted that the WBLTs used in class were not challenging enough and that the help features and the design of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs, if selected carefully, can be a positive and effective learning tool in a middle school milieu.
Kay, R. (2010). Evaluating the Use of Web-Based Learning Tools in Middle Classrooms. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3630-3637). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
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