Exploring student adaptation to new learning environments: some unexpected outcomes
Taylor, Peter G., Pillay, Hitendra K., & Clarke, John A. (2004) Exploring student adaptation to new learning environments: some unexpected outcomes. International Journal of Learning Technology, 1(1), pp. 100-110.
The emerging knowledge-based society is transforming pedagogical practices in the post-compulsory 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 web-based resources augment on-campus face-to-face activities. The research design involves a three-year 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.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||deep approaches to learning, surface approaches to learning, epistemological reflection, flexible learning, information technologies, communication technologies, new learning environments, peer, based learning, perceptions of learning environments, traditional learning environments|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 Inderscience|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||18 Aug 2005|
|Last Modified:||29 Feb 2012 23:05|
Repository Staff Only: item control page