Young, S and Nichols, H (2017) A Reflexive Evaluation of Technology-Enhanced Learning. Research in Learning Technology, 25. 1998. ISSN 2156-7069
Abstract
This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome these challenges by empowering students to engage self-confidently. Through an evaluation of the authors’ own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | @ 2017 J. Adekola et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license. |
Keywords: | learning technology; digital learning; student engagement; active learning; large cohorts; teaching and learning; social media |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Law (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 18 Jul 2018 10:03 |
Last Modified: | 25 Jun 2023 21:26 |
Status: | Published |
Publisher: | Association for Learning Technology |
Identification Number: | 10.25304/rlt.v25.1998 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:133363 |