Interactive e-texts and university student learning experiences: A scoping review.

Citations

Spencer, R., Comeau, E., Matchett, B., Biderman, M., Joy, P., Doria, N., & Numer, M. (2020). Interactive e-texts and university student learning experiences: A scoping review. Canadian Journal of Education/Revue Canadienne De l’éducation, 43(1), 258-287. (Open Access)

Abstract

The purpose of this article is to explore the scope of available evidence regarding the use of interactive e-texts and their relationship to student learning experiences in post-secondary education. Following the framework of Arksey and O’Malley, this scoping review identified and reported on 33 articles. Study characteristics are presented alongside four themes that were found across the included articles: (1) the effect of interactive e-texts on student learning experiences; (2) the relationship between interactive e-texts and academic performance; (3) factors influencing student adoption and experience of interactive e-texts; and (4) roles, responsibilities, and recommendations. While the adoption of interactive e-texts is becoming increasingly common in post-secondary education, their effect on student learning experiences remains complex. This review emphasizes the importance of user-friendliness, affordability, accessibility, portability, and the role of educators. Using interactive e-texts shows promise, though future research should explore how barriers might be minimized and benefits might be maximized to have the strongest impact on student learning experiences.

This paper is open access. Read it here.

Exploring Top Hat’s impact on undergraduate students' belongingness, engagement, and self-confidence: A mixed methods study.

Citation

Spencer, R., Sinno, J., Hatfield, K., Biderman, M., Doria, N., & Numer, M. (2020). Exploring Top Hat’s impact on undergraduate students' belongingness, engagement, and self-confidence: A mixed methods study. Journal of Research on Technology in Education. DOI: 10.1177/160940690600500107

Abstract

Evidence suggests that the use of educational technologies may promote positive learning environments and contribute to students’ success. The following mixed methods study examined the impact of Top Hat in a blended learning environment on undergraduate students’ sense of belongingness, engagement, and self-confidence in a Canadian post-secondary institution. A survey study measured students’ sense of belongingness, engagement, and self-confidence before and after the course, which used Top Hat. The results show a significant increase in belongingness and self-confidence, but a decrease in engagement. Contrarily, focus groups revealed that using Top Hat may improve the overall learning experience. Limitations and future recommendations are discussed.

https://doi.org/10.1080/15391523.2020.1722977

Technology and the post-secondary classroom: A critical inquiry into BYOD student experience in human sexuality.

Citation

Numer, M., & Spencer, R. (2016) Technology and the post-secondary classroom: A critical inquiry into BYOD student experience in human sexuality. International Journal of Technologies in Learning, 24(1), 1-13. DOI: 10.18848/2327-0144/CGP/v24i01/1-13

Abstract

The study sought to investigate student’s perspectives on the use of the response through a pre-post critical thinking test, questionnaire, focus groups, and open-ended survey questions. The findings from the focus groups and open-ended survey are presented here. A qualitative description methodology was employed to conduct the research and thematic analysis was used in coding and presentation of the findings. The study was conducted over three semesters. Approximately 1100 students were given the opportunity to answer the survey questions over the three semesters. Four focus groups were conducted during this time. The findings suggest that BYOD contributes to student critical thinking and engagement.

https://doi.org/10.18848/2327-0144/CGP/v24i01/1-13

Bring your own device technology: Preliminary results from a mixed methods study to explore student experience of in-class response systems in post-secondary education.

Citation

Numer, M., & Spencer, R. (2015). Bring your own device technology: Preliminary results from a mixed methods study to explore student experience of in-class response systems in post-secondary education. Journal of Systemics, Cybernetics and Informatics, 13(1), 1-6.

Masculinity, coping, and weightlifting in university men: A qualitative description of coping and psychological benefit.

Citation

Hutt, E., & Numer, M. (2015). Masculinity, coping, and weightlifting in university men: A qualitative description of coping and psychological benefit. Journal of Sporting Cultures and Identities, 6(3), 15-27. DOI: 10.18848/2381-7070/CGP/v06i03/54072

Abstract

This qualitative study investigated how masculinity interacted with the use of weightlifting as a coping mechanism by university-aged men, and what psychological benefits men perceive in that sport. Participants were four men, aged 19 to 22, who lifted weights between three and six times per week. A qualitative description methodology was used to conduct this research and data was collected through individual semi-structured face-to-face interviews. This study found that participants identified with some traditional masculine ideals and described internal validation through weightlifting. The perceived benefits of weightlifting were experienced by becoming stronger, external validation through compliments from others, and reported social benefits from the gym community. The benefits of weightlifting itself were contextual and could either exacerbate or reduce psychological stress. Participants, however, reported important long-term coping benefits from weightlifting. Overall, engaging in weightlifting helped participants cope with psychological stressors, which could help inform practice in the field of men’s psychological and physical health.

https://doi.org/10.18848/2381-7070/CGP/v06i03/54072