NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872742
Record Type: Journal
Publication Date: 2010-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0007-1013
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
Cooner, Tarsem Singh
British Journal of Educational Technology, v41 n2 p271-286 Mar 2010
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.
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 - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A