Using the graphic tablet projection technology: improving students' learning through action research Online publication date: Mon, 01-Oct-2018
by Rakesh Belwal; Shweta Belwal
International Journal of Technology Enhanced Learning (IJTEL), Vol. 10, No. 4, 2018
Abstract: Students' comprehension and understanding in classes have always been a contentious issue, affected most of the time by the pedagogy, technology, and culture. This paper introduces and assesses a pedagogy that integrates graphic tablet and projective tools (GTPT) in classroom deliveries. A class of 123 undergraduate business students was given lectures and tutorials using graphic tablet. After the completion of the course, students were asked to reflect on their experience of GTPT. Students appreciated the contribution of GTPT in different courses. GTPT, to their belief, provided them with not only better understanding and learning but also an opportunity to collaborate with their peers. The findings illustrated the importance of activity theory and action research methodology for iterative improvement in teaching and learning. Based on the outcomes of this research, educators can plan, experience, experiment, and build appropriate and cost-effective in-class delivery mechanisms that are innovative and open to new ideas.
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