Article Analysis: Studies in Higher Education - Digital Tech

This report provides an analysis of the article "What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning" published in Studies in Higher Education. The article, authored by Michael Henderson, Neil Selwyn, and Rachel Aston, investigates the benefits and shortcomings of digital learning in higher education. The study employed a quantitative method, surveying 1658 undergraduate students to gather data on their perceptions of digital technology in the classroom. The findings identified eleven benefits of digital online classes, although the study did not address the changes in learning methods. The analysis highlights the strengths of the study, such as the large sample size, but also points out the lack of literature review as a weakness. The report concludes that the study's findings are useful in understanding the impact of digital technologies on learning, particularly the eleven benefits identified, and can inform future research. The analysis also discusses the methodologies used, including quantitative data collection and statistical analysis, to support the claims made in the original study. The report emphasizes the relevance of the study's findings to understanding the influence of digital technologies on the quality of learning.

Running head: ARTICLE ANALYSIS
ARTICLE ANALYSIS
Name of the Student
Name of the University
Author Note

1ARTICLE ANALYSIS
Reference
Article Title: What works and why? Student perceptions of ‘useful’ digital technology in
university teaching and learning
Journal Title: Studies in Higher Education
Author and Date: The authors of the study are Michael Henderson, Neil Selwyn & Rachel
Aston. The date of the publication is February 2015.
The digital learning has been developed to highlight the study and the mode of education.
However, the actual benefits of the study had not been assessed earlier. The main aim of the
study is to highlight the benefits of digital learning and to understand the shortcomings of the
same. The study does not rely on any empirical data or not gaps have been studied accordingly.
The methodology which has been adopted for the study is the quantitative method. In association
with this, the data has been collected from the students and assessed statistically. The study was
carried out with a sample size of 1658 participants who are the undergraduate students. These
belonged to the university. The findings indicated that there were a set of 11 benefits from the
digital online classes. However, there was no change in the method of learning. The notable
strengths of the article can be understood to be the fact that the sample size was largely accurate
and the responses of the right target market were undertaken. This study implies that, the digital
classes have to be undertaken and based on this; the modifications have to be made. The study
does not refer to any Literature, which is its biggest weakness. The results of the different
respondents has been undertaken to support the benefits assessed and the claims to be made
(Michael Henderson, Neil Selwyn & Rachel Aston 2017). The primary information has been
made use of. The thesis aimed to find the benefits of the digital studying which was attained.

2ARTICLE ANALYSIS
Further literature could be made use of. The frameworks had to be used and lastly
methods to improve the scenario have not been given. As my research aimed to find the
influence of the digital technologies on learning, the findings of this study will assist in
understanding how the digital technologies are influencing the quality of learning (Michael
Henderson, Neil Selwyn & Rachel Aston 2017).The work is useful in understanding 11 benefits
of the digital studying. In association with this, it can be applied to my study. In the future, the
quality of the research can be improved whereby the manner in which the quality of digital
learning and knowledge gaining has changed can be researched upon.

3ARTICLE ANALYSIS
References
Michael Henderson, Neil Selwyn & Rachel Aston (2017) What works and why? Student
perceptions of ‘useful’ digital technology in university teaching and learning, Studies in Higher
Education, 42:8, 1567-1579, DOI: 10.1080/03075079.2015.1007946