June 26, 2011
June 26, 2011
June 29, 2011
Computers in Education
22.1030.1 - 22.1030.17
Macroergonomic Analysis of Instructional Technology Adoption: A Case Study on Tablet PC AdoptionInstructional technologies are widely used to improve classroom dynamics and foster learning.At Virginia Tech (VT), the College of Engineering (COE) has continually emphasized the use ofinstructional technologies as an important part of the educational experience. Tablet PCs havebeen implemented as an instructional tool at many universities, including VT, with varyingdegrees of success. These universities have identified many educational benefits associatedwith the use of Tablet PCs, including increased student engagement, more efficient lecturepresentations, and overall improved learning experiences, yet difficulties have been reportedregarding adoption of the technology. In order to fully assess the Tablet PC program at VT anddetermine its current level of success and future potential, a mixed-method investigation of theprogram was conducted. This analysis explored student and faculty usage of Tablet PCs,including benefits and barriers associated with Tablet PC use, through interviews with facultymembers (n = 4), focus groups with undergraduate students (n = 21), an online survey toundergraduate students (n = 1090), and a sociotechnical systems analysis of the COE. Resultsindicated many improvements in student learning related to Tablet PC use as well as severalbarriers toward adoption affecting both faculty and students. Notable benefits associated withTablet PC use included increased student engagement, improved visualization features, morestreamlined classroom presentations/note taking, and better opportunities for collaboration.Reported barriers included a lack of incentives, traditional classroom infrastructure, perceivedincompatibility with preferred learning/teaching methods, and challenges withhardware/software. Overall, Tablet PC adoption has been inconsistent among both faculty andstudents, with some enthusiastically utilizing Tablet PCs and others continuing to use oldertechnologies; reasons for this are discussed as this finding is consistent with previous research.Suggestions for improving usage of Tablet PCs as well as other forms of instructionaltechnology are discussed, along with recommendations for successful large-scale adoption offuture instructional technologies. In addition, assessment methodologies for examining diffusionof instructional technology across a college setting are shared.
Horton, L. M., & Kim, K., & Kothaneth, S., & Amelink, C. T. (2011, June), Macroergonomic Analysis of Instructional Technology Adoption: A Case Study on Tablet PC Adoption Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18310
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