Practices with technology: learning at the boundary between study and work.
A study of part-time student experience of university courses delivered using a range of technologies found that information and communication technology enabled students to move between study and work experience to the benefit of their learning in both contexts. Technology-based study activities en...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 5; pp. 385 - 399 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104685154&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104685154 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2011 vid: 27 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104685154 65381981 10.1111/j.1365-2729.2010.00405.x 104685154 ppf: 385 ppct: 14 formats: tig: atl: Practices with technology: learning at the boundary between study and work. aug: au: Thorpe, M. Edmunds, R. affil: The Open University, Institute of Educational Technology, Walton Hall, Milton Keynes, UK sug: subj: Educational Technology Learning Methods Learning Environment Information Technology Utilization Student Attitudes Human Students, College Semi-Structured Interview Curriculum Development Qualitative Studies Male Female Adult United Kingdom Job Experience Colleges and Universities Teleconferencing Adult: 19-44 years Male Female ab: A study of part-time student experience of university courses delivered using a range of technologies found that information and communication technology enabled students to move between study and work experience to the benefit of their learning in both contexts. Technology-based study activities enabled students to participate in learning both as a student and as a member of a practice or work context. Given the increasingly pressured lives of all students in higher education and their aspirations for employment after graduation, this suggests that we would benefit from taking their relationship to work and professional practice into account more directly, in deciding how to integrate technology into their study experience. Teacher conceptions of technology as a tool primarily for information delivery and discussion need to expand to recognize that it can be used to construct learning experiences situated in roles, skills and interactive environments that enhance students' ability to make transitions across the boundaries between contexts of study and work. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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