Mixed-mode learning for students of school counselling

Campbell, Marilyn A., Frost, Denise A., & Logan, Joanna (2005) Mixed-mode learning for students of school counselling. In AARE '05: Education Research - Creative Dissent: Constructive Solutions, 2005, Parramatta, New South Wales.

[img]
Preview
PDF (67kB)

View at publisher

Abstract

In a core unit in the Queensland University of Technology's Education Masters degree, teachers training to become school counsellors are required to learn to assess children with learning and/or behavioural problems. Students enrol in the semester long unit in "block" mode, whereby face to face contact in the unit is limited to one block session of five days. After this period, they become distance learners, assessed by assignments due later in semester. This format poses pedagogical challenges. Deep learning, a desired student learning outcome, did not appear to be occurring. Furthermore, students felt isolated, in that they had lost the collegial support of the community of learners which they had formed during the intensive teaching block period. The goals therefore of this educational intervention, were to engage students in deep learning throughout the whole of the semester and to extend the collaboration and camaraderie of the intensive teaching mode. To overcome these challenges it was necessary to design an authentic assessment task that would enhance the students' learning as well as provide opportunities for collaboration. This was accomplished by conducting assessment on-line with an authentic, collaborative task using videos, discussion lists and chat rooms. A pre-post evaluative design was utilised.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® 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 the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

188 since deposited on 31 Mar 2006
6 in the past twelve months

Full-text downloads displays 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.

ID Code: 3767
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: New Pedagogies, Educational Change and Innovation, ICT, Learning and Teaching, Teacher Education, General, HERN
ISSN: 1324-9339
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2005 AARE
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 31 Mar 2006 00:00
Last Modified: 19 Oct 2015 01:07

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page