Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Dunn, Angela.pdf (2.13 MB)

ETD Abstract Container

Abstract Header

Behind the Scenes! Evaluating Instructional Aids in Higher Education Course

Dunn, Angela Marie
http://orcid.org/0000-0001-9496-8212
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1555587527885473

Abstract Details

2019, Doctor of Philosophy, University of Toledo, Educational Technology.
The digital age has transformed what defines a typical college student. Today’s students have grown up in the technological world where almost any desired information can be accessed with the touch of a fingertip. For this reason, it is unsurprising that educators are encouraged to incorporate technological instructional aids in curriculum to help enhance the learning environment. In a fast-paced technical world, selecting appropriate technological instructional aids can be an overwhelming experience for educators. While offering quality web-based instruction is vital to the success of post-secondary institutions, there remains limited research as to which technological instructional aids are most effective for web-assisted courses in higher education. Therefore, the purpose of this study was to examine reported, effectiveness, efficiency, appeal, and satisfaction of technological instructional aids (ALEKS, YouTube, and ECHO360) in a web-assisted college algebra course. In addition, the researcher investigated how effective students perceived ALEKS, YouTube, and Echo360, amongst how much time was invested in using technological instructional aids for college algebra, the type of high school students attended, and previous experience with using technology in the classroom. Lastly, the researcher compared the statistical means of ALEKS, YouTube, and Echo360. The results of this study showed that students’ perceptions of effectiveness for three types of instructional aids (ALEKS, YouTube, and Echo360) did not change regarding their previous technology experiences in the classroom. The findings also suggested that a student’s background in terms of their educational experience (high school category and high school systems) did not affect how effective students perceived the instructional aids to be. Additionally, students’ perceptions of the effectiveness of each instructional aid were not determined by the amount of time spent utilizing the instructional aids. Lastly, the study showed that students perceived ALEKS more effective and satisfying than YouTube and Echo360. However, students found YouTube more appealing. Therefore, it would beneficial for educators to continue research in quality web-based instruction and to re-evaluate current curriculum.
Berhane Teclehaimanot (Committee Chair)
Judy Lambert (Committee Member)
Tony Sanchez (Committee Member)
Gregory Stone (Committee Member)
125 p.
Educational Technology
instructional aids, instructional aids survey, ALEKS, YouTube, Echo360, web-assisted courses

Recommended Citations

Citations

  • Dunn, A. M. (2019). Behind the Scenes! Evaluating Instructional Aids in Higher Education Course [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1555587527885473

    APA Style (7th edition)

  • Dunn, Angela. Behind the Scenes! Evaluating Instructional Aids in Higher Education Course. 2019. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1555587527885473.

    MLA Style (8th edition)

  • Dunn, Angela. "Behind the Scenes! Evaluating Instructional Aids in Higher Education Course." Doctoral dissertation, University of Toledo, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1555587527885473

    Chicago Manual of Style (17th edition)

toledo1555587527885473
361
© 2019, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.