The Effect of Technology-Enabled Learning on Student Achievement and the Perceived Experiences of Teachers and Students at SNDT Women’s University

Abstract

Technology-enabled learning (TEL) implementation at SNDT Women’s University (SNDTWU), supported by the Commonwealth of Learning (COL), started with the discussion and adoption of a TEL policy. This report presents the results of efforts to build capacity in the university’s teachers so they could develop blended courses using the Moodle learning management system and offer these courses to learners in 2018. Over 600 students (over 1,000 if students registered in multiple courses are included) in 16 courses attended the blended learning courses. Comparison of the same courses offered in blended and non-blended modes previously had revealed that blended courses integrating information and communication technologies (ICT) yielded no significant differences in ten courses, while there were increases in scores/grades in three courses and decreases in three other courses. However, the learners were broadly positive about TEL integration and considered the use of ICT in teaching and learning to be useful. Teachers who used TEL for developing their blended courses and taught these were eager to explore and adopt new active learning strategies. This presents an opportunity for SNDTWU to systematically scale up its TEL implementation.