Students as Collaborators in Creating Meaningful Learning Experiences in Technology-Enhanced Classrooms: An Engaged Scholarship Approach

Autor/in	Nel, Liezel
Titel	Students as Collaborators in Creating Meaningful Learning Experiences in Technology-Enhanced Classrooms: An Engaged Scholarship Approach
Quelle	In: British Journal of Educational Technology, 48 (2017) 5, S.1131-1142 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nel, Liezel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12549
Schlagwörter	Technology Integration; Educational Technology; Scholarship; Learning Experience; Academic Achievement; Technology Uses in Education; College Students; College Faculty; Teaching Methods; Learner Engagement + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Scholarships; Stipendium; Lernerfahrung; Schulleistung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In dealing with numerous challenges, higher education instructors need to adapt their pedagogical practices to present students with meaningful, engaged learning experiences that are likely to promote student success and adequately prepare students for the world we live in. As part of this pedagogical transformation instructors also need to consider the potential of digital technologies to assist flexible pedagogies, as well as the role that students can play as partners in transforming the learning process (C. Evans, D. Muijs, & M. Tomlinson. "Engaged student learning: high-impact strategies to enhance student achievement." York: Higher Education Academy, 2015, p. 9). In this paper the author reflects on her particular engaged scholarship approach and the important role that her students--as collaborators in the pedagogical transformation process--have played in the creation of meaningful technology-enhanced learning experiences. She describes the evolution of her action inquiry approach over more than a decade and uses one particular project to highlight the value that student voice can contribute to pedagogical transformation. She also underscores the value of a "design for partnership" approach that can be incorporated as an underlying pedagogical approach to facilitate the creation of meaningful learning experiences in a technology-enhanced teaching and learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01