Building lectures and building bridges with socio-economically disadvantaged students

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Building lectures and building bridges with socio-economically disadvantaged students

Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/203782

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Title: Building lectures and building bridges with socio-economically disadvantaged students
Author(s): Phillips, Peter; Loch, Birgit
Abstract: This paper is an empirical analysis of the first stage of an ongoing effort to introduce technology to enhance student learning in introductory corporate finance within a multi-campus and multi-mode regional Australian University. The engagement and performance of low socio-economic status (SES) students is of particular interest because approximately one-quarter of the university's enrolled students are classified low SES. A Tablet PC is used to facilitate a cooperative 'building' of each week's lecture in class and the recording of this process for delivery online. The analysis of the academic achievement of two cohorts of students in two different semesters-with the technology and without-forms the basis of the formal evaluation of the efficacy of the approach to date. The results indicate that there is a significant difference in retention (drop-out statistics) and academic achievement (examination performance, final grade and course progression statistics) between the 'Tablet PC' and 'control' semesters. The largest improvement was exhibited by the low SES students.
Publication type: Journal article
Research centre: Swinburne University of Technology. Faculty of Engineering and Industrial Sciences
Source: Educational Technology & Society, Vol. 14, no. 3 (2011), pp. 240-251
Publication year: 2011
FOR Code(s): 1303 Specialist Studies in Education
Keyword(s): Higher education; Socio-economic status; Student learning; Tablet PC; Technology; Universities
Publisher: International Forum of Educational Technology & Society
ISSN: 1436-4522
Publisher URL: http://www.ifets.info/abstract.php?art_id=1166
Copyright: Copyright © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. The publisher does not allow Swinburne Research Bank to archive either the accepted manuscript or the published version of the article.
Peer reviewed