Technology-enhanced learning supporting engagement, assessment, and reflection in higher education science

Abstract

In this paper, the results of a study conducted in higher education science across three groups of early-career scientists in the same university²undergraduate students, masters students, and doctoral students²will be presented. All three groups were taking similar versions of a Science & Society module that focused on the roles and responsibilities of scientists. The students from these groups provided short continuous feedback before, during, and after each lecture in the module, and focus groups were conducted with the students at the end of each module. The main factors being considered were the benefits and challenges of technology-enhanced learning in regards to student engagement, assessment, and reflection. This work highlighted that while the benefits are numerous, the challenges can often vary depending on the students' current level of higher education science.