June 22, 2008
June 22, 2008
June 25, 2008
Educational Research and Methods
13.690.1 - 13.690.15
Impact of Instructors’ Use of the Tablet PC on Student Learning and Classroom Attendance
This paper reports on a study examining the effects of posting annotated instructor notes generated with Tablet PCs in two 300-level engineering classrooms at a large land-grant university in the United States. The purpose of this study is to explore the impact of sharing instructor notes on students’ attendance, note-taking behaviors, and learning. In Course A, the instructor posted detailed pre-notes in lieu of a textbook at the beginning of the semester and then posted annotated notes immediately after each class. In Course B, the instructor posted rough outline notes as pre-notes before each class, but posted the annotated notes under two three-week long alternating time conditions. In the first condition the instructor did not post the annotated notes until several days prior to assessment. In the second condition the instructor posted annotated notes after class. The authors applied both qualitative and quantitative methods to investigate the research questions. The research findings reveal that classroom attendance decreased gradually in both courses as the semester progressed, regardless of the difference in note-posting strategy. The results also indicate that student perceptions of annotated note posting vary widely. On one hand, students see annotated notes as a learning aid for studying and self- checking, while others see annotated notes as a reason to not come to class. Practical implications and future research are described.
The advantages of Tablet PC as an instructional tool are numerous. The Tablet PC has the potential to combine the advantages of traditional presentation methods such as chalkboards, overhead projectors and PowerPoint presentations while mitigating their limitations. The Tablet PC has several educational applications including; the ability to support active learning in the classroom, as a lecture aid in classroom, and as a student-centered learning tool. Tablet PCs embody a technology that affords for the capture and recording of natural handwriting as “digital ink.” Digital ink in many ways presents a natural extension of thought processes, allowing us to write as we think in a documented spontaneous natural form. Digital ink provides an electronic capture of writing, drawing, collaboration, and annotating. Digital ink enables instructors to prepare, actively teach, and accurately document classroom activities which can be used for later retrieval, dissemination, and review. These captured digital notes are a distinct advantage of incorporating Tablet PCs into the classroom. Writing digitally permits the instructor to prepare a line of thought for a lecture while affording the opportunity for interaction, construction, and spontaneity during class. But the ability to capture an iterative process that includes the instructor’s original systematic structured content while incorporating instructor and student comments and interactions has the potential to strengthen the teaching and learning process.
In 2005, the College of Engineering at a large land-grant university launched an initiative to provide teaching faculty with Tablet PCs to use in the classroom. Since its inception,
Lim, K. Y., & Toto, R., & Nguyen, H., & Zappe, S., & Litzinger, T., & Wharton, M., & Cimbala, J. (2008, June), Impact Of Instructors’ Use Of The Tablet Pc On Student Learning And Classroom Attendance Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3404
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