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Abstract
Improved educational technology provides new opportunities and tools for enhanced teaching and learning. However, low efficacy with technology adversely affects nontraditional students’ course and college outcomes. The purpose of this qualitative study was to examine nontraditional student perceptions of educational technology tools. We thematically coded 10 discussion forums and 239 analyses of 125 student-selected tools. This article highlights traditional student voices and presents a list of tools organized by purpose, the template used by students to analyze tools, and student perceptions of tools. Discussed major themes comprise a wide breadth of tools and purposes, differing experiences in applying theory to practice, and tools supporting learning and interaction in multiple domains.
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Notes on contributors
Catherine A. Cherrstrom
Catherine A. Cherrstrom, MBA, PhD, is Assistant Professor of Organization, Workforce, and Leadership Studies at Texas State University, San Marcos, TX.
Stacey E. Robbins
Stacey E. Robbins, EdD, is Assistant Professor of Adult Education and Training at Seattle University, Seattle, WA.
Carrie J. Boden
Carrie J. Boden, MFA, PhD, is Professor of Organization, Workforce, and Leadership Studies at Texas State University, San Marcos, TX.
John Bixby
John Bixby, MBA, was a Graduate Research Assistant in the Department of Organization, Workforce, and Leadership Studies at Texas State University, San Marcos, TX, when this article was submitted, and is now pursuing new career opportunities.