Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733727
Title: How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives
Author: Sweeney, Denise Mary
ISNI:       0000 0004 6494 9442
Awarding Body: University of Leicester
Current Institution: University of Leicester
Date of Award: 2017
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
There is an expectation that university teachers have a good understanding of the value of educational technologies in learning and teaching as well as be able to incorporate them effectively into their teaching (Carter et al, 2011, Higher Education Academy, 2011; Sharples et al, 2016). However, according to key literature (Conole, 2004; Kennedy et al, 2011; Laurillard, 2007; Selwyn, 2007; Walker et al, 2016) the extent to which educational technologies have impacted on teaching and learning practices is considered to be minimal. While universities have invested heavily in educational technologies for teaching purposes, institutional virtual learning environments are predominately being used as a vehicle for information transmission and document repository (Armellini et al, 2012; Walker et al, 2016). The research I report here investigated the thinking and conceptions behind how Bryn, a university teacher, used educational technologies to optimise the quality of his students’ learning. I also report on the thinking and decision making behind how 15 of his students used educational technologies to optimise the quality of their university learning. The analysis of the data collected suggests that there is an evolution occurring in how university teaching staff are thoughtfully integrating educational technology into programmes and satisfying the majority of students with this development. It was also identified that influences of educational technology on student learning are mediated by students’ disposition towards learning and the task and social contexts of their learning. It is recommended that those students who are pioneer users of educational technology and ahead of the university teacher’s curve be incorporated into the planning and evaluating of experiences of learning and teaching in educational technology-mediated classroom contexts and be appointed as learning coaches to those students who are somewhat bewildered and frustrated by educational technology use.
Supervisor: Pedder, David ; Taysum, Alison Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.733727  DOI: Not available
Keywords: educational technology use to optimise learning ; task context of learning ; social context of learning
Share: