Technology Enhanced Learning in higher education; motivations, engagement and academic achievement

Technology Enhanced Learning (TEL) has become a common feature of Higher Education. However, research has been hindered by a lack of differentiation between usage and engagement and not recognising the heterogeneity of TEL applications. The current study aimed to assess the impact of emotional, cogn...

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Bibliographic Details
Published in:Computers and education Vol. 137; pp. 104 - 113
Main Authors: Dunn, T.J., Kennedy, M.
Format: Journal Article
Language:English
Published: Elsevier Ltd 01.08.2019
Subjects:
Academic achievement
Improving classroom teaching
Interactive learning environments
Student engagement
Technology enhanced learning
Academic achievement
Interactive learning environments
Improving classroom teaching
Student engagement
Technology enhanced learning
ISSN:0360-1315, 1873-782X
Online Access:Get full text
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Summary:Technology Enhanced Learning (TEL) has become a common feature of Higher Education. However, research has been hindered by a lack of differentiation between usage and engagement and not recognising the heterogeneity of TEL applications. The current study aimed to assess the impact of emotional, cognitive and behavioural engagement with TEL on students’ grades and to also look at how motivation levels differentially predict engagement across different types of TEL. In a sample of 524 undergraduate students, we measured engagement and usage of TEL, student learning motivations and self-report student grades. Our results indicate that intrinsic motivations predict engagement, whilst extrinsic motivations predict usage. Importantly, engagement was predictive of grades whereas usage was not. Furthermore, when TEL was broken down by type, the use of social media groups was a significant predictor of grade, whereas reviewing lecture slides/recordings, reading additional content and using course blogs/discussion boards were not. We conclude that a sole focus on usage of TEL is misleading. Implications for researchers and educators are discussed. •Engagement with, rather than usage of, TEL predicted academic achievement.•Intrinsically motivated students were more likely to engage with TEL.•In terms of specific technologies, student-created social media activity was most predictive of grades.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2019.04.004