scholarly journals Exploring students’ uses of and dispositions towards learning technologies in an Australian enabling course

2018 ◽  
Vol 9 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Rhian Morgan
Keyword(s):  
Open Access ◽  
Blended Learning ◽  
Learning Environments ◽  
Digital Literacy ◽  
Learning Technologies ◽  
Student Diversity ◽  
Widening Participation ◽  
Admission Requirements ◽  
Schooling Experience

University progression is increasingly dependent upon students developing a range of digital literacies in conjunction with the skills associated with their disciplines. University enabling and pathway programs, in particular, have a key part to play in supporting students to interact with technologies for learning. Widening participation and increased student diversity result in highly variable levels of digital literacy in the classroom. As such, universities need to develop strategies to effectively respond to the differing abilities of students entering the sector. This paper contributes to the development of such responses through a case study exploring students’ use of and dispositions towards technologies in an open access enabling course. In this context ‘open access’ refers to the course admission requirements and the fact that the course enrollments are open to anyone over the age of eighteen, regardless of their prior schooling experience. The paper identifies trends in students’ uses of technology, such as preferences for mobile content and blended learning environments, before concluding with a discussion of how these findings can be mobilised in curriculum development.

New Technologies Shaping Learning?

2020 ◽  
pp. 195-214
Author(s):  
Kirsi Maria Aaltola
Keyword(s):  
Learning Environments ◽  
New Technologies ◽  
Learning Technologies ◽  
Learning Processes ◽  
Learning Technology ◽  
Constructive Learning ◽  
Implementation Model ◽  
Learning Content ◽  
Adult Training

Jean Piaget described that intelligence is shaped by experience. In augmented reality (AR) learning environments, the learner may have an immersive experience, from a sensor-motoric opportunity as a person to 3D experience. Few studies in the academic literature directly evaluate and analyze learning technology with regard to immersive experience in training. This chapter seeks to examine learning experiences when playing with AR learning technologies and suggests an alternative implementation model for the integration of immersive learning content to adult training. Specifically, this study examines a learning tool and a game targeted for the professionals working in security and peacebuilding context. This study points out a relevance of cognitive and constructive learning processes with a special attention to experience and reflection, and that technological immersive tools can positively support training when designed properly. Moreover, case study findings led to proposing an implementation model to integrate immersive content, AR tools, and games into adult training.

Including Online Discussions Within Campus-Based Students' Learning Environments

2011 ◽  
pp. 21-38 ◽  
Author(s):  
Philippa Gerbic
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Case Study Research ◽  
Influential Factors ◽  
Online Discussions ◽  
Degree Programme ◽  
Study Research ◽  
Computer Mediated ◽  
Educational Potential

Online discussions are now available as a pedagogical option in blended learning environments in universities. Much of the research to date has focused on the characteristics of this computer-mediated environment and its potential for learning and there has been less examination of wider contextual factors. This chapter presents case study research which investigates online discussions as they occur within the broader framework of the learning design or curriculum within a blended environment in a campus-based degree programme. The chapter provides insights into influential factors for undergraduate student learning and makes recommendations for teachers who wish to advance the educational potential of the new communication medium.

scholarly journals Open Access Perceptions, Strategies, and Digital Literacies: A Case Study of a Scholarly-Led Journal

Publications ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 44
Author(s):  
Noella Edelmann ◽  
Judith Schoßböck
Keyword(s):  
Open Access ◽  
Digital Literacy ◽  
Online Survey ◽  
Open Government ◽  
Second Phase ◽  
Digital Literacies ◽  
Policy Makers ◽  
Personal Attitudes ◽  
Set Up

Open access (OA) publications play an important role for academia, policy-makers, and practitioners. Universities and research institutions set up OA policies and provide authors different types of support for engaging in OA activities. This paper presents a case study on OA publishing in a scholarly community, drawing on qualitative and quantitative data gained from workshops and a survey. As the authors are the managing editors of the OA eJournal for eDemocracy and Open Government (JeDEM), the aim was to collect data and insights on the publication choices of authors interested in OA publishing and other crucial factors such as personal attitudes to publishing, institutional context, and digital literacy in order to improve the journal. In the first phase, two workshops with different stakeholders were held at the Conference for e-Democracy and Open Government (CeDEM) held in Austria and in South Korea in 2016. In the second phase, an online survey was sent to all the users of the e-journal JeDEM in October 2019. From the workshops, key differences regarding OA perception and strategies between the stakeholder groups were derived. Participants strongly perceived OA publishing as a highly individualist matter embedded within a publishing culture emphasizing reputation and rankings. The survey results, however, showed that institutional support differs considerably for authors. Factors such as visibility, reputation, and impact play the biggest role for the motivation to publish OA. The results from both inquiries provide a better understanding of OA publishing attitudes and the relevant digital literacies but also suggest the need to investigate further the enablers or difficulties of scholarship, particularly in a digital context. They clearly point to the potential of regularly addressing the users of the journal as well as communicating with them the more nuanced aspects of OA publishing, non-traditional metrics, or respective digital literacies, in order to reduce misconceptions about OA and to support critical stances.

scholarly journals Social Media and Learning Environments: Shifting Perspectives on the Locus of Control

in education ◽  
2013 ◽  
Vol 15 (2) ◽  
Author(s):  
Ellen S. Hoffman
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Web 2.0 ◽  
Learning Environments ◽  
Major Influence ◽  
Environment Design ◽  
The Past ◽  
Learning Environment Design ◽  
E Learning

In the past, centralised technology departments had major influence over the choices of learning applications in higher education. With the emergence of freely available Web 2.0 and open-access tools, instructors and designers have been given greater ability to customize e-learning. This paper examines the historical roots of the impacts of authority from centralised technology units to an emerging user-centric control over learning environment design in higher education. A case study is used to illustrate the potentials and pitfalls in this more decentralised configuration for both learning and organization.Keywords: learning applications; higher education; Web 2.0; e-learning; open-access tools

scholarly journals From ‘Good Teaching’ to ‘Better Teaching’: One Academic’s Journey to Online Teaching

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Brendan Paul Bentley ◽  
Benjamin A Kehrwald
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Learning Technologies ◽  
Good Teaching ◽  
Online Learning Environments ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Face To Face

For many educators, the adoption of learning technologies as part of a ‘technology-enhanced’ approach to learning and teaching implies change. Technology takes on a disruptive role. Therefore, it is important to understand the pedagogical commitments associated with current practices in order to better understand any change implied by the use of particular technology ‘enhancements’. This article reports on a case study of the change experienced by one tertiary educator in the shift from successful on campus to flexible online teaching in an undergraduate Numeracy course. The study addresses the question: How do teaching academics translate a robust, proven on-campus course into a successful, flexibly delivered technology-enhanced course? The case employs an autoethnographic approach to recording and analysing the educator’s experiences to highlight comparisons between on-campus (face-to-face) and online teaching practices. The findings support the conclusion that ‘good teaching is good teaching’, based on sound pedagogical principles, regardless of the mode of delivery, but that the enactment of those principles in face-to-face and online learning environments differs in significant ways.

The Challenge of Investigating the Value of E-Simulations in Blended Learning Environments

2012 ◽  
pp. 394-414
Author(s):  
Stephen Segrave ◽  
Mary Rice
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Design Development ◽  
Design Based Research ◽  
Implementation Processes ◽  
Evaluation Approach ◽  
Authentic Learning Experiences ◽  
Future Commitments ◽  
The Web

This chapter focuses on digital role-play simulations, which are increasingly being used in higher education via the Web to provide engaging, more authentic learning experiences for students. With careful attention to design, development, and implementation processes they can be particularly valuable for increasing the professional capabilities that graduates require in the workplace. Evaluation of an e-simulation can be difficult, particularly when it is just one component of a blended learning environment. Using Deakin University’s e-simulations program as a case study, this chapter outlines the phases and elements of the program, its evaluation approach, evaluation challenges experienced, and lessons learnt. The chapter argues that, in spite of the challenges of investigating e-simulations in blended learning environments, design-based research offers the most value to stakeholders. The chapter concludes by outlining future commitments in the DeakinSims program to maintain a focus on design-based research.

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