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Interactive whiteboard and virtual learning environment combined: effects on mathematics education.

This study reports on the effects of the combined use of an interactive whiteboard ( IWB) and a virtual learning environment ( VLE) on mathematics performance and motivation. Lessons taught with an IWB were made available on the VLE, so that they could be consulted regardless of time and place. Stud...

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Publicado en:Journal of Computer Assisted Learning Vol. 30; no. 5; pp. 465 - 479
Autores principales: Heemskerk, I., Kuiper, E., Meijer, J.
Formato: research tables/charts Journal Article
Publicado: Wiley-Blackwell Oct2014
Acceso en línea:Ver este registro en EBSCOhost
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Oct2014
      vid: 30
      iid: 5
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        103885880
        97850989
        10.1111/jcal.12060
        103885880
      ppf: 465
      ppct: 14
      formats:
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        atl: Interactive whiteboard and virtual learning environment combined: effects on mathematics education.
      aug:
        au:
          Heemskerk, I.
          Kuiper, E.
          Meijer, J.
        affil: Kohnstamm Institute, University of Amsterdam
      sug:
        subj:
          Mathematics Education
          Educational Technology Utilization
          Education, Non-Traditional
          Learning Methods
          Computer-Assisted Instruction
          Learning Environment
          Motivation
          Academic Achievement
          Human
          Netherlands
          Questionnaires
          Summated Rating Scaling
          Female
          Male
          Students, High School
          Descriptive Statistics
          Analysis of Variance
          Post Hoc Analysis
          Chi Square Test
          Coefficient alpha
          Female
          Male
      ab: This study reports on the effects of the combined use of an interactive whiteboard ( IWB) and a virtual learning environment ( VLE) on mathematics performance and motivation. Lessons taught with an IWB were made available on the VLE, so that they could be consulted regardless of time and place. Students' mathematics performance was monitored during one school year and their motivation for mathematics was followed for 3 years. There was no relation between frequency of being taught with an IWB and mathematics performance. However, students' motivation for mathematics appeared to be positively related to the combination of lessons made for the IWB and availability of these lessons on the VLE. This availability was also the main reason for students' appreciation of the VLE. Students appeared to use the VLE mostly to prepare for tests and examinations.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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