Comparison of high-technology active learning and low-technology active learning classrooms

• Published in: Active learning in higher education Vol. 19; no. 3; pp. 253 - 265
• Main Authors: Nicol, Adelheid AM, Owens, Soo M, Le Coze, Stéphanie SCL, MacIntyre, Allister, Eastwood, Christina
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.11.2018
• Subjects: Active Learning; College Students; Educational Technology; Foreign Countries; Grades (Scholastic); Higher Education; Instructional Effectiveness; Military Schools; Teaching Methods; Technology Uses in Education; Canada; high-technology classroom; active learning; technology-based classroom; low-technology classroom
• ISSN: 1469-7874; 1741-2625
• DOI: 10.1177/1469787417731176

Many academic institutions are investing thousands of dollars in technology-based classrooms to market themselves as modern and adapt to the new generation of students for whom technology forms part of their everyday lives. This technology is also believed to provide the added benefit of better knowledge acquisition, improved critical thinking and greater engagement with the material. However, not many studies have examined their effectiveness in comparison with active learning classes that do not employ a lot of technology. An evaluation of a high-technology-based active learning classroom environment and a low-technology-based active learning classroom for the same organizational behaviour and leadership course is presented in this article. Results revealed no significant differences for grades between the two. However, several problems emerged with the high-technology active learning classroom. Examination of the instructors’ experiences suggests that a variety of obstacles need to be dealt with if this type of classroom is to be adequately utilized and assessed.