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ERIC Number: EJ1231877
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-877X
EISSN: N/A
Increasing Student Voice and Empowerment through Technology: Not Just Listening to the Voice of the Learner but Using Their Digital Capabilities to Benefit a Whole College Community
Browne, Liz; Millar, Deborah Kellsey
Journal of Further and Higher Education, v43 n10 p1433-1443 2019
Perceived as fostering democracy in educational institutions, approaches which encourage student voice are being promoted as supporting greater social equalities and strengthening students' commitment to their learning. Using student voice as a theme, research funded by Jisc set out to hear learner views and explore their digital preferences when learning in a vocational context. The aim of this research was to enhance digital student practice by exploring how learners experience, use, and wish to work in, a technology-rich environment. A literature review was undertaken to inform the research findings. This article focuses on innovative practice, discovered by serendipity, that went beyond the tenets usually described in the literature on student voice. Using a case study approach this article reports on work underway in one FE institution where students have been appointed as 'Digi-Pals' and given a key role to embed the use of digital 25 technologies into student and staff practice. Two theoretical lenses, one focused on technology and the other on student voice, are applied to explore innovative practice. The community of Digi-Pal practice is described and recommendations made for further adoption across the FE and Skills sector.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A