Kewell, B. and Beeby, M. (2003) Student and Lecturer Responses to the Introduction of Computer Assisted Learning (CAL) in ion mark. Please enter as plain text. If you have a subtitle, it should be preceded with a colon [:]. Use capitals only for the first word and for proper nouns. Teaching in Higher Education, 8 (3). pp. 413-430. ISSN 1356-2517Full text not available from this repository.
This paper comprehensively reviews the CAL literature before reporting on a study of student and lecturer take-up of the Learning Resource Web (LRW), within the Bristol Business School. The study was multimethod, incorporating a survey of student expectations (n=394) and qualitative interviews with teaching staff (n=12). The LRW initially supported teaching in the sciences. Its implementation in the Business School raised questions about the support it might offer for active and experiential pedagogies. Lecturers tended to use the LRW as an aid to course management, but also saw it as a catalyst for pedagogic change and, in particular, the development of independent learning skills amongst undergraduates. By contrast, students welcomed the system because it appeared to provide a learning safety-net. The study highlights tentative signs that, because of this, the introduction of the LRW may be promoting the instrumentality and dependence on exposition that lecturers often seek to counteract.
|Institution:||The University of York|
|Academic Units:||The University of York > The York Management School|
|Depositing User:||York RAE Import|
|Date Deposited:||17 Feb 2009 08:56|
|Last Modified:||17 Feb 2009 08:56|
|Publisher:||Taylor & Francis|