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

The use of photo elicitation to explore the benefits of queer student advocacy groups in university.

Citation

Joy, P., & Numer, M. (2017). The use of photo elicitation to explore the benefits of queer student advocacy groups in university. Journal of LGBT Youth, 14(1), 31-50. DOI: 10.1080/19361653.2016.1256247.

Abstract

University can be a critical time for queer identifying youth as they attempt to navigate new relationships and heteronormative and, sometimes, hostile environments. Involvement in queer student groups is one strategy to develop protective mechanisms for these students. This research examines the effect of participation in a queer advocacy group at a local university in Halifax, Nova Scotia, Canada, using a qualitative photo elicitation method. Four themes—learning, safe environments, shared emotional connection, and personal fulfillment and growth—emerged concerning the effects of their involvement in the group. As a research method, photo elicitation was determined to be an effective tool for queer identifying youth, allowing for in-depth exploration of the data and self-reflection. Recommendations for queer student advocacy groups are given. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

https://doi.org/10.1080/19361653.2016.1256247

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.