Abstract
Traditionally universities have employed face-to-face teaching with paper-mediated assignments, but increasingly digital delivery of some course elements is becoming more important. This paper will evaluate whether the use of on-line formative weekly assignments provided by the core text publisher resulted in improved student engagement and exam performance. A mixed method research design was employed which used an online survey and face-to-face interviews carried out in small focus groups. A comparison was also made of the final exam grades of students who regularly did/not engage with the on-line materials. The results indicate that the resources are positively received by students but primarily used as a revision tool. Their use may also be positively related to academic achievement but perhaps only by those already using effective learning strategies.
Original language | English |
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Journal | The Psychology of Education Review |
Volume | 38 |
Issue number | 2 |
Publication status | Published - 2014 |