A Reflexive Evaluation of Technology-Enhanced Learning

Autor/inn/en	Young, Suzanne; Nichols, Helen
Titel	A Reflexive Evaluation of Technology-Enhanced Learning
Quelle	In: Research in Learning Technology, 25 (2017), (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.25304/rlt.v25.1998
Schlagwörter	Educational Technology; Technology Uses in Education; Higher Education; Foreign Countries; Social Media; Feedback (Response); Student Attitudes; Active Learning; College Faculty; College Students; Technology Integration; Teaching Methods; Computer Mediated Communication; Case Studies; Criminology; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Soziale Medien; Schülerverhalten; Aktives Lernen; Fakultät; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Case study; Fallstudie; Case Study; Kriminologie; Großbritannien
Abstract	This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome these challenges by empowering students to engage self-confidently. Through an evaluation of the authors' own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01