NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1151121
Record Type: Journal
Publication Date: 2017-Sep
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: N/A
Students as Collaborators in Creating Meaningful Learning Experiences in Technology-Enhanced Classrooms: An Engaged Scholarship Approach
Nel, Liezel
British Journal of Educational Technology, v48 n5 p1131-1142 Sep 2017
In dealing with numerous challenges, higher education instructors need to adapt their pedagogical practices to present students with meaningful, engaged learning experiences that are likely to promote student success and adequately prepare students for the world we live in. As part of this pedagogical transformation instructors also need to consider the potential of digital technologies to assist flexible pedagogies, as well as the role that students can play as partners in transforming the learning process (C. Evans, D. Muijs, & M. Tomlinson. "Engaged student learning: high-impact strategies to enhance student achievement." York: Higher Education Academy, 2015, p. 9). In this paper the author reflects on her particular engaged scholarship approach and the important role that her students--as collaborators in the pedagogical transformation process--have played in the creation of meaningful technology-enhanced learning experiences. She describes the evolution of her action inquiry approach over more than a decade and uses one particular project to highlight the value that student voice can contribute to pedagogical transformation. She also underscores the value of a "design for partnership" approach that can be incorporated as an underlying pedagogical approach to facilitate the creation of meaningful learning experiences in a technology-enhanced teaching and learning environment.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A