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ERIC Number: EJ988503
Record Type: Journal
Publication Date: 2012-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0007-1013
Digital or Didactic: Using Learning Technology to Confront the Challenge of Large Cohort Teaching
Saunders, Fiona C.; Gale, Andrew W.
British Journal of Educational Technology, v43 n6 p847-858 Nov 2012
This paper investigates whether the selective use of technology can begin to overcome the challenge of large cohort teaching and deliver an enhanced student learning experience. It describes the initial development and evaluation of a campus-based management course taught to 270 third year engineering undergraduates at The University of Manchester. The course is structured around weekly keynote lectures, supplemented with extensive use of a virtual learning environment (VLE) and key Web 2.0 applications. The preliminary findings are that technology is not a panacea: face-to-face contact with teaching staff remains the priority for most students. Nevertheless, the VLE was found to improve the student learning experience provided that (1) Use of technology does not reduce face-to-face teaching time; (2) Teaching faculty acknowledges that students are, for the most part, highly strategic learners, engaging deeper with those technology tools that help them achieve their desired course outcomes; and (3) Close attention is paid to learning design, aligning technology tools with the desired learning outcomes. Further work is now required to explore more effectively the use of the VLE and Web 2.0 as a vehicle for promoting collaborative learning. In addition, the authors will be redesigning course activities, both assessed and unassessed, to start to address the more lofty ambition of moving students from an acquisitive to a participative model of learning. (Contains 1 table and 5 figures.)
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; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)