Increased Technology Provision and Learning: Giving More for Nothing?

Autor/in	Quillerou, Emmanuelle
Titel	Increased Technology Provision and Learning: Giving More for Nothing?
Quelle	In: International Review of Research in Open and Distance Learning, 12 (2011) 6, S.178-197 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Distance Education; Higher Education; Educational Technology; Technology Uses in Education; Time Management; Needs Assessment; Use Studies; Information Utilization; Resource Materials; Tutors; Attitudes; External Degree Programs; Foreign Countries; Curriculum Design; Curriculum Evaluation; Africa; Asia; North America; United Kingdom; United States + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zeitmanagement; Bedarfsermittlung; Benutzerschulung; Informationsnutzung; Quellenmaterial; Förderlehrer; Lehrender; Tutor; Attitude; Einstellung; Verhalten; Ausland; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Afrika; Asien; Nordamerika; Großbritannien; USA
Abstract	The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family commitments. This paper focuses on the actual use by distance learning students of different teaching and learning resources and their associated teaching technologies (learning tools). The organisation of one module has been conceptualised as a toolbox, encompassing all the learning tools provided to students. This toolbox also explicitly includes an embedded priority system for the examination of available learning resources, conceptualised as a "traffic-light toolbox" in this paper. Results from a survey on the resources actually used by students show that students are indeed time-constrained. Students consequently follow the priority system embedded into the module and do not use non-examinable resources much. This paper concludes that students' specific needs or situations need to be considered for the design of an effective learning toolbox, as opposed to just providing a bundle of learning tools that may be effective on their own. (Contains 1 table and 8 figures.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10