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Any survey of research about Information and Communication Technologies (ICT) in learning reveals a contested field. There is recognition of the enabling role of technology amidst enthusiastic calls for its widespread adoption, and there are sceptical responses to its implementation. However, little research exists regarding the impact of ICT on the achievement of student outcomes in specific undergraduate courses, particularly how student utilisation of varying modes within blended provision relates to their achievement of course outcomes. It was the purpose of this comprehensive study involving 72 final-year undergraduate teacher education students to understand the relationship of access mode within blended provision to student attitude and outcome in a specific situation. Findings reveal that ICT access formats by themselves are of limited benefit in achieving course outcomes. Indeed, in some instances, ICT modes can be seen to negatively affect student performance due to some misplaced confidence in the media that provides the material. The challenge then becomes one of designating the inter-acting roles of varying access modes in order to try to maximise outcomes, and this paper offers several possible strategies. The implications of this study are significant because of the failure of designated modes of access to achieve the expected outcomes in a senior undergraduate course. The study also provides some insight into the complexities of the blending process in attempting to incorporate new technology into current teaching situations, and in trying to identify practical directions to take in advancing the process of technological teaching.
O’Toole et al. (Wed,) studied this question.