Abstract

The literature is rife with research reports that show "no significant difference" between student performance in a technology-rich learning environment versus a traditional classroom environment. Why is this so? Traditional measures of student achievement supported by instructional technology and interactive learning environments tend to measure specific content knowledge and skill sets. Moreover, teachers are often unclear concerning the processes and products that their students are expected to produce as learning outcomes, especially the development of higher order thinking skills. Thus, they tend to rely on familiar assessment strategies. This paper reports the results of a path analysis that relates student motivation, metacognitive skills, learning processes, and outcomes in the form of teacher-scored products and processes, based on an expansion of Sternberg's Development of Expertise model. This model, developed for The WEB Project, represents an important breakthrough in an effort to document the impact of technology-enhanced teaching and learning on student achievement, and may be replicable in other educational institutions.

Citation

Sherry, L., Jesse, D. & Billig, S.H. (2002). Creating a WEB of Evidence of Student Performance in A Technology-Rich Learning Environment. International Journal on E-Learning, 1(1), 33-42. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from https://www.learntechlib.org/primary/p/8392/.

© 2002 Association for the Advancement of Computing in Education (AACE)

Keywords

• Achievement
• classroom
• Educational Technology
• Learning Outcomes
• student motivation
• Students
• Teachers