Enriquez, A. (2010). Enhancing student performance using tablet computers. College Teaching, 58, 77-84.
Summary
This
article examined the effects of the integration of table PCs and wireless
technology in classroom instruction. The author refers to this highly interactive
model as an Interactive Learning Network (ILN).
The ILN model involves the use of wirelessly networked tablet PCs and
NetSupport School, a software application that promotes active participation in
the classroom. Students are able to
access the instructor’s presentation, and the instructor is able to immediately
assess student understanding by conducting instant student surveys. Students are then given more in depth problems
to solve, either individually or in groups, on their tablets. Through an input device, students are able to
write equations and make sketches and diagrams.
As students work on these problems, the instructor can monitor their
work from the instructor’s tablet.
Furthermore, there is a Help Request feature, where students can solicit
individual assistance. Additionally, the
instructor can manage student interactions through a group chat, electronic
whiteboard, and file transfer features.
Instructors also have the ability to control student computer
applications and web activity.
Two
studies were conducted to measure the effects of the ILN model on both student
performance and student attitudes. The
first study involved two circuits courses in a small community college in San Francisco. The first course met in a spring semester and
used a traditional model of instruction.
The second course met the following spring semester and utilized the ILN
model. Results showed a significant
difference (p <0.01) in homework and quiz scores, with the ILN course
outperforming the traditionally run course.
The average of the four exams for the two courses had no significance
differences. Two of the four exams,
however, had statistically significant differences (p < 0.05), with the ILN
course again outperforming the traditionally run course. Additionally, the survey administered at the
end of the ILN course showed “overwhelmingly” positive attitudes toward the use
of tablets in the classroom.
The
second study compared two sections of a circuits course, both taught by the
same instructor but held at two difference colleges. In both courses, the instructor used a
tablet, as well as PowerPoint and Windows Journal presentations within
lecture. The courses varied in that one
involved student use of tablets to take notes, solve problems, and interact
with the instructor, whereas the other course did not involve student use of
tablets. Pre- and post-tests were
administered to students of both sections to measure the knowledge gained
throughout the semester. The pre-test
scores for the traditionally run course were slightly higher than those of the
ILN course, but there is no significant statistical difference between
them. The average post-test score,
however, was significantly higher (p < 0.001) for the ILN group compared to
the control group.
Reflection
As the author points out, the studies done here are limited. Further studies should be done in larger
institutions (with multiple sections of the same course) to ensure integrity in
the experimental design. Furthermore,
studies should be done in different types of courses, especially those
involving high levels of critical thinking.
Additionally, other types of software applications that enhance
interactivity in the classroom should be considered either on their own or in
conjunction with the use of tablets in the classroom.
This
study seemed showed that incorporating an interactive learning environment may
have a positive impact on student success.
I have worked with an automatic polling system (i-clickers) that promotes
engagement and interactivity in the classroom amongst students and the
instructor. It seems that the ILN model
presented in this study has similar implications in the classroom to the
polling system. The drawback with the
use of tablets and/or computers in the classroom is that they can prove to be
distracting to both the students and instructor. The NetSupport School software utilized in
the first study presented in this article has features that can help minimize
this distraction (such as allowing the teacher control over web activity). This can go a long way in overcoming this
issue when a teacher considers implementing similar technologies in their
classroom instruction. I didn’t find it
surprising that in the survey given at the end of the ILN course (in the first
study) students displayed a negative attitude toward this feature.
