Theoretical underpinnings of technology-based interactive instruction

Abstract

BackgroundThis paper discusses the underlying conceptual theories that support the use of technology-based educational tools and their implications on student learning outcomes. InnovationsThe use of technology-based educational tools has expanded where virtual classrooms, digital simulations, real-time feedback, interactive quizzes, podcasts, and other multimedia tools are integrated into instruction, especially throughout higher education. These educational tools are hypothesized to augment both student learning and attitudes towards learning. The instructional components in technology-based learning are engrained in theory and supported by empirical research. ImplicationsThe relationship between active learning and student success, how technology-based educational tools can be designed to facilitate active learning, and how they positively impact student self-efficacy and self-regulation, including metacognitive awareness will be explicated. ConclusionsThe theoretical underpinnings of online, interactive learning will also be applied to trends in nursing curricula.