{"id":9976,"date":"2026-05-18T08:00:15","date_gmt":"2026-05-18T13:00:15","guid":{"rendered":"https:\/\/www.everylearnereverywhere.org\/?p=9976"},"modified":"2026-05-18T13:35:21","modified_gmt":"2026-05-18T18:35:21","slug":"implementing-digital-learning-tools-in-college-courses-8-evidence-based-approaches","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/implementing-digital-learning-tools-in-college-courses-8-evidence-based-approaches\/","title":{"rendered":"Implementing Digital Learning Tools in College Courses: 8 Evidence-Based Approaches"},"content":{"rendered":"

While most faculty development on digital learning begins with a solid foundation in the theory and vocabulary of its topic, busy faculty understandably are eager to discuss what tools to use and how to use them. Survey responses from a recent community of practice on digital learning give a peek at those daily course-level concerns. They show how faculty are connecting the science of teaching and learning to the practical work of selecting and implementing digital learning tools in their lessons.<\/p>\n

Here we\u2019ve assembled what participants shared during a recent community of practice on implementing digitally enabled, evidence-based teaching practices (DE-EBTs). Over eight weeks, faculty in the community of practice learned about teaching practices that evidence shows support student success and explored how technology can make those moves easier to implement. Each week they completed short surveys about what they were learning from one another and, especially interesting, how they were using what they learned in the flow of their actual courses.<\/p>\n

Those survey responses, anonymized and lightly edited for clarity in this format, show two broad modes: how faculty use digital tools to extend a familiar activity or to enable something new that wasn\u2019t possible before. For example, digital tools can make a familiar peer group activity more inclusive of students who have difficulty participating, and they can give faculty deeper data-driven insights about students\u2019 prior knowledge.<\/p>\n

The survey responses also show faculty using digital tools to make expectations clearer and build connections with and between students. Ultimately, these responses show how participants in the community of practice use technology to extend effective teaching in both in-person and online learning environments.<\/p>\n