June 14, 2015
June 14, 2015
June 17, 2015
26.120.1 - 26.120.15
A Systematic Review of Technological Advancements to Enhance Learning Assessing student learning styles and incorporating thought-‐provoking activities has been a focus of research for years in an endeavor to promote student academic engagement, encourage success, and improve overall learning satisfaction. Typical classrooms are being transformed into training spaces tailored for individual learning patterns and personalized for different skill levels through the use of virtual technology and social media. These technological tools are revolutionizing the conventional style lecture based classroom and changing the standard to incorporate options such as flipped and blended classrooms. In these nontraditional settings, students are provided additional hands on experience to immerse the students in the subject at hand. In particular, flipped classrooms effectively use class time by challenging the students to prepare prior to class, and in return provide a place for students to work through problems and encourage cooperative learning. Furthermore, social media is being used to increase subject interest and boost class attendance by improving quality instructor and peer interaction. These techniques effectively challenge students with sufficient difficulty to maintain focus, while remaining within their capabilities to preserve student curiosity. Learning enhancement using these new teaching styles was assessed through surveys provided at the beginning and end of each experiment by sampling students from a variety of backgrounds and skill sets including military, medical, and college students. Alternative and cost effective approaches are revolutionizing learning to ultimately help improve motivation, concentration, and build student confidence. This paper presents a review of these technological advancements improve knowledge retention and enhance learning.
Cudney, E. A., & Ezzell, J. (2015, June), A Systematic Review of Technological Advancements to Enhance Learning Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23461
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