The Impact of Online Delivery Systems on Student Perceptions of Academic Achievement in Higher Education Learning Environments

Hicklin, Cherona

The Impact of Online Delivery Systems on Student Perceptions of Academic Achievement in Higher Education Learning Environments

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Online learning has become a popular way for students to take courses. These courses are in need of improved pedagogies in order to increase student performance and retention. Researchers recognize the need for more supportive environments for technology integration (Davis, Preston, & Sahin, 2009). The purpose of this study was to examine the impact of using Twitter as an instructional tool in an online class as opposed to only using Blackboard as an instructional tool. The guiding theories for this study were the theories of Constructivism and Connectivism. The research questions examined the impact Twitter and Blackboard on student perceptions of achievement. The study used a convenience sample of 153 students enrolled in online classes at a four -year university located in the Midwest. Half of the classes used Twitter while the other half only used Blackboard as an instructional tool. The dependent variable was student perception of achievement and the independent variable was the use of Twitter. There was not a significant difference between the two groups, however several items of significance emerged from the study. Self reported student data indicated both groups of students were more favorable toward using Twitter and Blackboard if they had not taken an online class before. Data also suggested males were more favorable toward the use of Twitter in online learning environments. Implications for educational institutions include informing instructors of the value of using online learning platforms to enhance content rich dialogue between students and instructors in formal and informal ways in order to increase student achievement.

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