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Enhancing student learning experiences in digital learning spaces: Pedagogy that works

conference contribution
posted on 12.10.2020, 00:00 by Miriam Ham, Susan Richardson, Craig Richardson
Academics at Central Queensland University, a multi-campus, regional university use the video conferencing technology called ISL - Interactive System-wide Learning to teach students across campuses. This paper reports on the way lecturers in the Bachelor of Education degree program made pedagogical changes to ensure that these ISL digital learning spaces are interactive and responsive; teaching spaces that enhance student learning experiences. Both students’ and academics’ perceptions and engaged experiences with the interactive ISL teaching and learning space are presented. A focus on the pedagogical approaches used by lecturers is explored. Participatory Action Research methods (Kemmis, McTaggart & Nixon, 2014) informed the use of surveys and focus groups. Data was gathered from participating lecturers and students prior to, and after the delivery of targeted first and second year Bachelor of Education units. The findings were analysed using a “three resources” framework (Nasir & Cooks, 2009); materials and activities, relationships and professional identity. The findings highlight the ways in which the use of a virtual teaching space can optimise student learning experiences in a range of discipline areas in the broader context of higher education.

History

Editor

Heinrich E; Bourke R

Volume

42

Start Page

28

End Page

38

Number of Pages

11

Start Date

02/07/2019

Finish Date

05/07/2019

ISSN

1441-001X

ISBN-13

9780648550730

Location

Auckland, New Zealand

Publisher

Higher Education Research and Development Society of Australasia

Place of Publication

Hammondville, NSW

Additional Rights

Copyright © 2020 Miriam Ham, Susan Richardson and Craig Richardson. The authors assign to HERDSA and educational non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive license to HERDSA to publish this document in full on the World Wide Web (prime site and mirrors) and within the portable electronic format of RDHE Vol. 42. Any other usage is prohibited without the express permission of the authors.

Peer Reviewed

Yes

Open Access

No

Era Eligible

Yes

Name of Conference

42nd HERDSA Annual International Conference

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