A Theoretically Driven Teaching and Research Framework: Learning Technologies and Educational Practice

Autor/in	Lautenbach, Geoffrey
Titel	A Theoretically Driven Teaching and Research Framework: Learning Technologies and Educational Practice
Quelle	In: Educational Studies, 40 (2014) 4, S.361-376 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2014.910445
Schlagwörter	Foreign Countries; Qualitative Research; Student Attitudes; Higher Education; Reflection; Learning Activities; Praxis; Educational Technology; Educational Research; Social Theories; Undergraduate Students; Research Methodology; Instructional Design; Educational Practices; South Africa + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Unterrichtsmedien; Bildungsforschung; Pädagogische Forschung; Gesellschaftstheorie; Research method; Forschungsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungspraxis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The emphasis of this paper is on the derivation of design principles from qualitative analysis of student reflections based on their participation in authentic, collaborative and technology-mediated activities. This paper reports on the initial phases of a design-based research project at a comprehensive university in South Africa where the authentic nature of the activities contributed to the depth of student reflections and ultimately led to meaningful design principles based entirely on the experiences of students. Students' reflective reports were analysed for their content using simple inductive coding techniques leading to the identification of themes and the derivation of design principles from further refinement of these themes. These design principles, therefore, have their origins in the specific theories underpinning the learning activities that were used in the teaching and learning process, and contribute once again in an innovative way to this same body of knowledge. This theory-driven praxis thus makes a contribution to both educational theory and teaching practice which is applicable across a variety of contexts and sectors worldwide. More importantly, this can be seen as meaningful research that is socially responsible, with a high theoretical and practical value, and of relevance to a wider international audience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10