LEARNING IN TECHNOLOGICALLY ENRICHED STUDY ENVIRONMENTS: WILL STUDENTS STUDY EFFECTIVELY?

Abstract

Results of a study designed to evaluate a multicomponent, computer‐supported study environment in a university‐level course. Three major questions were examined: (a) Does use of the study environment improve students' performance on tests? (b) What are the characteristics of students who choose to use the study environment? (c) What is the relative impact on student performance of using the study environment in different ways? Although the computer‐supported study environment provided students with multiple study tools, students chose almost exclusively to limit their activities to reviewing multiple‐choice questions prepared in advance by the teacher. Students using the study environment performed better on course examinations but also had higher grade point averages and were more prone to use methodical study methods. Contrary to predictions, less able students who paused for a longer period of time after learning that an answer was incorrect performed least well on course examinations. It is argued that these students did not have the knowledge or study skills required to respond constructively to indications of their weaknesses and therefore used the time after learning of an error in an inefficient manner. It is further argued that effective use of computer‐supported study environments may require explicit instruction and supervision, especially for lower performing students.