ANALYSIS OF STUDENTS' PERCEPTIONS AND EXPERIENCES OF TECHNOLOGY-ENHANCED LEARNING ENVIRONMENTS

Authors

  • Dyastri Rameswari University Of Makassar
  • Nur Indah Sari University Of Makassar
  • Sri Ayu Lande University Of Makassar

DOI:

https://doi.org/10.47178/0avgrd30

Keywords:

Student Perception, Student Experience, Learning Environment, Technology, Education

Abstract

This study aims to analyze students' perceptions and experiences of technology-enhanced learning environments. In an increasingly advanced digital age, the use of technology in education has come under the spotlight. The purpose of this study is to understand how students perceive and experience technology-enhanced learning environments, and identify the benefits and challenges faced. The method used in this research is library research. The method used is an analytical method in compiling research by collecting data through documents, with data collection techniques through discourse from books, articles, web, journals. A number of sources state that the use of technology can increase students' interest and motivation in learning, facilitate collaborative learning, and assist students in developing relevant digital skills. From these positive impacts, some students experience technical difficulties, distraction, or discomfort with the change in traditional learning methods. The role of the teacher proves critical in facilitating effective use of technology and helping students overcome barriers that arise. This research provides insight into students' perceptions and experiences of technology-enhanced learning environments. The implication of the findings is the importance of considering the use of technology in lesson planning and providing support for students in dealing with challenges related to the use of technology.

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Published

2024-03-04

How to Cite

ANALYSIS OF STUDENTS’ PERCEPTIONS AND EXPERIENCES OF TECHNOLOGY-ENHANCED LEARNING ENVIRONMENTS. (2024). Educational Technology and Innovative Learning Journal, 1(1), 42-48. https://doi.org/10.47178/0avgrd30