Getting Results: Small Changes, Big Cohorts and Technology

Autor/in	Kenney, Jacqueline L.
Titel	Getting Results: Small Changes, Big Cohorts and Technology
Quelle	In: Higher Education Research and Development, 31 (2012) 6, S.873-889 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2012.672402
Schlagwörter	Foreign Countries; Higher Education; Technology Integration; Learning Processes; Alignment (Education); Educational Change; Curriculum Development; Research Skills; Technology Uses in Education; Marketing; College Instruction; Feedback (Response); Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Forschungsleistung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschullehre; Australien
Abstract	This paper presents an example of constructive alignment in practice. Integrated technology supports were deployed to increase the consistency between learning objectives, activities and assessment and to foster student-centred, higher-order learning processes in the unit. Modifications took place over nine iterations of a second-year Marketing unit and were guided by a design-based research approach. The aligned technologies were embedded in voluntary weekly tasks, feedback, lecture participation and research skill acquisition. Findings indicate that constructive alignment strengthens and is strengthened by technology supports, resulting in consistently improved learner experiences in small (under 60) and large (over 500) face-to-face cohorts, over time and in comparison to benchmark data derived from over 65 similar units. Heuristic themes emerging from the study conceive constructively aligned technology interventions as gateways, springboards and enablers to improved learning and learner experiences. (Contains 3 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10