Journal article
Exploring student adaptation to new learning environments: some unexpected outcomes
International Journal of Learning Technology, Vol.1(1), pp.100-110
2004
Abstract
The emerging knowledge-based society is transforming pedagogical practices in the postcompulsory education sector. One feature of this transformation is the substantial investment in new learning environments (NLEs), characterised by decreasing use of face-to-face teaching and a corresponding increase in use of information and communication technologies. While the rapid evolution of NLEs has been driven by economic/commercial forces and technological advances, and advocates claim enhanced learning outcomes, there is little critical understanding of' how this is achieved or manifested. This paper reports empirically-based research that is seeking to develop a grounded understanding, from the learners' perspective, of the effects of participation in NLEs. The research site is an Australian purpose-built flexible learning mode university campus where webbased resources augment on-campus face-to-face activities. The research design involves a threeyear longitudinal study of students, tracking their developmental patterns in perceptions, attitudes and beliefs. Data collection involves annual measures of learning approaches, perceptions of learning environments and epistemological reflections, along with biannual group interviews. Outcomes of aspects of the first year data are reported. highlighting patterns in students' reactions not evident in previous literature and which have potentially significant pedagogical implications.
Details
- Title
- Exploring student adaptation to new learning environments: some unexpected outcomes
- Authors
- Peter G Taylor (Author) - Bond UniversityHitendra K Pillay (Author) - Queensland University of TechnologyJohn A Clarke (Author) - Queensland University of Technology
- Publication details
- International Journal of Learning Technology, Vol.1(1), pp.100-110
- Publisher
- Inderscience Publishers
- Date published
- 2004
- DOI
- 10.1504/IJLT.2004.003684
- ISSN
- 1477-8386; 1477-8386
- Copyright note
- Copyright © 2004 Inderscience Enterprises Ltd. The author's accepted version is reproduced here in accordance with the publishers copyright policy. International Journal of Learning Technology. Vol 1:2004. http://dx.doi.org/10.1504/IJLT.2004.003684
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449194302621
- Output Type
- Journal article
- Research Statement
- false
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