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AutorenBennett, Sue; Thomas, Lisa; Agostinho, Shirley; Lockyer, Lori; Jones, Jennifer; Harper, Barry
TitelUnderstanding the Design Context for Australian University Teachers: Implications for the Future of Learning Design
QuelleIn: Learning, Media and Technology, 36 (2011) 2, S.151-167 (17 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1743-9884
SchlagwörterCollege Faculty; Educational Strategies; Outcomes of Education; Foreign Countries; Universities; Interviews; Curriculum Development; Educational Technology; Evaluation Methods; Educational Environment; Australia
AbstractBased on the premise that providing support for university teachers in designing for their teaching will ultimately improve the quality of student learning outcomes, recent interest in the development of support tools and strategies has gained momentum. This article reports on a study that examined the context in which Australian university teachers design in order to understand what role design support tools and strategies could play. In-depth interviews were conducted with 30 academics across 16 Australian universities. The findings suggest that most Australian university teachers have a high degree of flexibility in their design decisions suggesting that opportunities exist for learning design tools and strategies to be adopted. (Contains 2 tables and 1 note.) (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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