The rewriting of a first-year university sociology course provided the opportunity to introduce the use of digital narratives into the classroom. This technological change in course delivery led the authors to consider the ramifications of the "digital native" debate in teaching university-level youth studies. The focus of this article…

Student Response Technology (SRT) involves the use of hand-held remotes by students during classroom lectures to electronically respond to questions. This study surveyed 350 students enrolled in one of 13 lower-division university science classes taught by five different instructors who used SRT. The survey probed students' perceptions of SRT in…

Teachers have begun using student response systems (SRSs) in an effort to enhance the learning process in higher education courses. Research providing detailed information about how interactive technologies affect students as they learn is crucial for professors who seek to improve teaching quality, attendance rates and student learning. This…

This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be…

Examines the development of a class at Brigham Young University (Utah) that blends distance and face-to-face students in a synchronous class. This case study focuses on how this blended learning environment was experienced by the distance and face-to-face students, as well as by the instructor. (MES)

Discusses why the introduction of new technologies (or other educational innovations) as a means to greater learner autonomy is likely to produce some student resistance. Considers factors involved in determining the strength of resistance, and ways teachers can assist students to recognize and overcome associated problems. Presents the authors'…

Describes a large-enrollment accounting course at Brigham Young University (Utah). This case focuses on the possibility of using blended approaches to reduce faculty time, re-focus student time, and raise the possibility of using blended learning as a way to admit more students to an academic program. (MES)

The increased use of technology in academia combined with the challenges posed by growing enrollments of nontraditional graduate students have forced institutions to adapt educational programs to insure student retention and academic success. This case study examines student perceptions and responses to a required information literacy workshop,…

Describes an undergraduate religion course at Brigham Young University (Utah) in which seven learners pursuing an online baccalaureate degree were invited to join 49 on-campus students. This case study presents an evaluation of the course based on interviews with distant learners, on-campus students, and instructors. (MES)

Purpose: The purpose of this paper is to describe educational MOOs--MUD, object-oriented (text-based, network-accessible virtual environments) and explore how teaching and learning in such a context impacts on students' inhibitions. Design/methodology/approach: Students enrolled in a course on the psychology of cyberspace interacted for 12 weeks…

Analyzes the blended learning environment in an introductory first-year writing course at Brigham Young University (Utah). The success of this course is compared with the tradition version of the course. The paper describes the process and outcomes associated with teaching and learning within a blended learning environment. (MES)