Digital or Didactic: Using Learning Technology to Confront the Challenge of Large Cohort Teaching

Autor/inn/en	Saunders, Fiona C.; Gale, Andrew W.
Titel	Digital or Didactic: Using Learning Technology to Confront the Challenge of Large Cohort Teaching
Quelle	In: British Journal of Educational Technology, 43 (2012) 6, S.847-858 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2011.01250.x
Schlagwörter	Foreign Countries; Distance Education; Computer Assisted Instruction; Guidelines; Large Group Instruction; Engineering Education; Lecture Method; Cooperative Learning; Alignment (Education); Integrated Learning Systems; Instructional Design; Educational Technology; Web 2.0 Technologies; Blended Learning; College Instruction; College Students; Student Attitudes; Instructional Effectiveness; Content Analysis; Use Studies; Student Surveys; Case Studies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Computer based training; Computerunterstützter Unterricht; Richtlinien; Ingenieurausbildung; Kooperatives Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Hochschullehre; Collegestudent; Schülerverhalten; Unterrichtserfolg; Inhaltsanalyse; Benutzerschulung; Schülerbefragung; Case study; Fallstudie; Case Study
Abstract	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.) (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10