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Technology-enabled delivery and assessment methods : are we addressing student expectations and learning preferences?

conference contribution
posted on 06.12.2017, 00:00 by Beth TennentBeth Tennent, Karen BeckerKaren Becker, Josephine KehoeJosephine Kehoe
The role and importance of technology in an educational environment is growing and changing at a rapid pace. This technology has the potential to address many deficiencies of more traditional educational models, but also has accompanying potential drawbacks. As educators, we are balancing on a daily basis, differing expectations of our students (particularly across the generations), changing societal norms in relation to the balancing of work/life and education, and the turbulent landscape of resource allocation and focus in the tertiary education sector. This study provides insights into student perceptions and expectations in three large, cross-discipline courses, each using different forms of technology-enabled delivery or assessment. In particular, the study considers individual students' learning styles and whether this impacts their preference for, or expectations and experiences of technology-enabled learning.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Start Page

649

End Page

659

Number of Pages

11

Start Date

01/01/2005

ISBN-10

0975709313

Location

Singapore

Publisher

QUT

Place of Publication

Brisbane, Qld.

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Conference; Faculty of Business and Informatics; TBA Research Institute;

Era Eligible

Yes

Name of Conference

Australasian Society for Computers in Learning in Tertiary Education. Conference