Creating Opportunities for Students in Large Cohorts to Reflect in and on Practice: Lessons Learnt from a Formative Evaluation of Students' Experiences of a Technology-Enhanced Blended Learning Design

Autor/in	Cooner, Tarsem Singh
Titel	Creating Opportunities for Students in Large Cohorts to Reflect in and on Practice: Lessons Learnt from a Formative Evaluation of Students' Experiences of a Technology-Enhanced Blended Learning Design
Quelle	In: British Journal of Educational Technology, 41 (2010) 2, S.271-286 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2009.00933.x
Schlagwörter	Formative Evaluation; Educational Technology; Social Work; College Students; Reflection; Skill Development; Case Method (Teaching Technique); Electronic Learning; Blended Learning; Internet; Web Based Instruction; Computer Mediated Communication; Computer Assisted Instruction; Instructional Design; Instructional Effectiveness; Student Experience; Online Courses; Video Technology + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Soziale Arbeit; Collegestudent; Kompetenzentwicklung; Qualifikationsentwicklung; Case method; Fallmethode; Web Based Training; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Studienerfahrung; Online course; Online-Kurs
Abstract	This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology-enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection-in-action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect-on-action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology-enhanced learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10