their learning interesting and improved their understanding
capabilities of the course content. These types of approaches
lead to increase in number of active student participants day
by day. However, according to the quantitative analysis,
Group 1 has shown more interest toward technology-assisted
learning and yielded good results in both in-semester and
end-of-semester examinations. Other groups have reported
less interest and poor efforts, respectively, toward educational technology, and consequently their performance in
assessments was also disappointing.
The current practice exhibits the positive impact of the
flipped teaching approach along with free access of online
interactive tools. Hence, usage of educational technology in
the teaching and learning process can amplify students’
learning skills as well as their performance in formative and
summative assessments. This research concludes that
technology-assisted student-centered learning may be considered and implemented to enhance student learning experience and digital competency skills. However, before
implementing it, the faculty must ensure the learning outcomes and implication of these tools to meet the requirements. Technology should be used for assistance and as a
facilitator, but by the end, it is the duty of the faculty to
ensure that learning outcomes are met. If the particular tool
is not able to facilitate student learning, then faculty intervention must be to enhance the understanding of the subject
among the students.
Acknowledgements Researchers would like to convey their sincere
thanks to the management of Middle East College, Oman for the
motivation and support provided toward research in innovative teaching pedagogies. Authors are thankful to Dr. Van Louis Lo and
Dr. Anupam Srivastava for extending their esteemed guidance and
support at various stages of implementing these practices and for their
encouragement to pursue this research work.
References
Babak, S., & Hamideh, I. (2016). Implementing flipped classroom
using digital media: A comparison of two demographically different
group’s perceptions. Computers in Human Behavior, 60, 514–524.
Bergmann, J., & Sams, A. (2013). Flip your students’ learning.
Educational Leadership, 70(6), 16–20.
Carolyn, M., & Julia L. R. (2017). Using Kahoot! In the classroom to
create engagement and active learning: A game-based technology
solution for e-learning novices. Management Teaching Review, 2
(2), 151–158.
Cecile, M., & Gladson, C. (2014). Screencasts: How effective are they
and how do students engage with them. Active Learning in Higher
Education, 15(1), 25–37.
Chen, B., & Denotelles, A. (2013). Exploring student’s mobile learning
practices in higher education. Retrieved December 03, 2018, from
http://www.educause.edu/ero/article/exploring-students-mobilelearning-practices-higher-education.
Dakka, S. M. (2015). International Journal on Integrating Technology
in Education (IJITE), 4(3). https://doi.org/10.5121/ijite.2015.4302.
Marco, R. (2010) Using video lectures to make teaching more
interactive. International Journal of Emerging Technologies in
Learning, 5(2). https://doi.org/10.3991/ijet.v5i2.1156.
NCH Software Homepage. Retrieved October 06, 2019, from https://
www.nchsoftware.com/videopad/tutorial.html.
Retta, R. E., & Donna, B. (2009). Developing valid and reliable online
survey instruments using commercial software programs 13(1), 42–
52. https://doi.org/10.1080/15398280802674743.
Sangeetha, J. (2016). Edmodo and Padlet as a collaborative online tool
in enriching writing skills in language learning and teaching. Global
English-Oriented Research Journal, 1(4).
Seyed Abdollah, S. (2018, November 02). Play posit: Using interactive
videos in language education. Teaching English with Technology,
18(1), 105–115.
University of Sussex Website. (2018). Retrieved October 19 2018, from
http://blogs.sussex.ac.uk/tel/2017/11/28/add-interaction-videosvizia/.
Technology-Assisted Student-Centered Learning …
185
capabilities of the course content. These types of approaches
lead to increase in number of active student participants day
by day. However, according to the quantitative analysis,
Group 1 has shown more interest toward technology-assisted
learning and yielded good results in both in-semester and
end-of-semester examinations. Other groups have reported
less interest and poor efforts, respectively, toward educational technology, and consequently their performance in
assessments was also disappointing.
The current practice exhibits the positive impact of the
flipped teaching approach along with free access of online
interactive tools. Hence, usage of educational technology in
the teaching and learning process can amplify students’
learning skills as well as their performance in formative and
summative assessments. This research concludes that
technology-assisted student-centered learning may be considered and implemented to enhance student learning experience and digital competency skills. However, before
implementing it, the faculty must ensure the learning outcomes and implication of these tools to meet the requirements. Technology should be used for assistance and as a
facilitator, but by the end, it is the duty of the faculty to
ensure that learning outcomes are met. If the particular tool
is not able to facilitate student learning, then faculty intervention must be to enhance the understanding of the subject
among the students.
Acknowledgements Researchers would like to convey their sincere
thanks to the management of Middle East College, Oman for the
motivation and support provided toward research in innovative teaching pedagogies. Authors are thankful to Dr. Van Louis Lo and
Dr. Anupam Srivastava for extending their esteemed guidance and
support at various stages of implementing these practices and for their
encouragement to pursue this research work.
References
Babak, S., & Hamideh, I. (2016). Implementing flipped classroom
using digital media: A comparison of two demographically different
group’s perceptions. Computers in Human Behavior, 60, 514–524.
Bergmann, J., & Sams, A. (2013). Flip your students’ learning.
Educational Leadership, 70(6), 16–20.
Carolyn, M., & Julia L. R. (2017). Using Kahoot! In the classroom to
create engagement and active learning: A game-based technology
solution for e-learning novices. Management Teaching Review, 2
(2), 151–158.
Cecile, M., & Gladson, C. (2014). Screencasts: How effective are they
and how do students engage with them. Active Learning in Higher
Education, 15(1), 25–37.
Chen, B., & Denotelles, A. (2013). Exploring student’s mobile learning
practices in higher education. Retrieved December 03, 2018, from
http://www.educause.edu/ero/article/exploring-students-mobilelearning-practices-higher-education.
Dakka, S. M. (2015). International Journal on Integrating Technology
in Education (IJITE), 4(3). https://doi.org/10.5121/ijite.2015.4302.
Marco, R. (2010) Using video lectures to make teaching more
interactive. International Journal of Emerging Technologies in
Learning, 5(2). https://doi.org/10.3991/ijet.v5i2.1156.
NCH Software Homepage. Retrieved October 06, 2019, from https://
www.nchsoftware.com/videopad/tutorial.html.
Retta, R. E., & Donna, B. (2009). Developing valid and reliable online
survey instruments using commercial software programs 13(1), 42–
52. https://doi.org/10.1080/15398280802674743.
Sangeetha, J. (2016). Edmodo and Padlet as a collaborative online tool
in enriching writing skills in language learning and teaching. Global
English-Oriented Research Journal, 1(4).
Seyed Abdollah, S. (2018, November 02). Play posit: Using interactive
videos in language education. Teaching English with Technology,
18(1), 105–115.
University of Sussex Website. (2018). Retrieved October 19 2018, from
http://blogs.sussex.ac.uk/tel/2017/11/28/add-interaction-videosvizia/.
Technology-Assisted Student-Centered Learning …
185