From bolting on to embedding: How do we progress the seamlessness of online and in-class learning environments to enhance student learning outcomes?
Kift, Sally M. (2003) From bolting on to embedding: How do we progress the seamlessness of online and in-class learning environments to enhance student learning outcomes? In OLT 2003 Excellence: making the connections, 5th November, 2003, Brisbane Convention & Exhibition Centre. (Unpublished)
An extraordinary range of contemporary drivers in higher education—massification, globalisation, diversity, market forces, reduced funding, competition, the desire to be flexible and the transformative influence of IT—have motivated institutions to embrace the potential of online learning and teaching (OLT) to assure the delivery of their resource-intensive programs. The e-learning revolution has obvious marketing and pedagogical advantages for the current generation of learners: it is flexible for busy students; it exploits the advanced technologies available while also enabling the connection between students and the ever-changing global society; it allows access to the immense resources of the Internet; while it also aligns with the desirable development of lifelong learning and information literacy skills. However, with the exception of some specific discipline areas and other more isolated, individual pockets of innovation, the wholesale rush to uniform adoption of virtual education has reached a critical stasis. It has become clear that there is an urgent need to reconceptualise the pedagogies of the learning environment and to reflect on how best to integrate technology into teaching and learning activities. It has been said that technology on its own is not sufficient for effective learning, but it is by no means clear to many time-poor academics how to redesign courses for an optimal mix to harness the full potential of OLT in a less than fully funded environment. This paper will examine one, fairly traditional, Faculty’s pedagogical journey down the OLT path: how we have been forced both to re-evaluate the way we teach for learning in the face-to-face classroom and to consider critically the barriers that prevent OLT proceeding to a more facilitated model of learning that is active, situational, student-centred and independent (that is, beyond mere content delivery and communicative interaction). This paper highlights the need to manage a significant culture change for staff and students alike. It will explore some of the constraints to bringing technology into the curriculum and offer some suggestions as to how to overcome these barriers to enhance learning outcomes for students in a Law Faculty case study.
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|Item Type:||Conference Paper|
|Keywords:||Online learning and teaching, pedagogy, face, to, face, seamless delivery, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law|
|Copyright Owner:||Copyright 2003 (please consult author)|
|Deposited On:||10 Jun 2004|
|Last Modified:||09 Jun 2010 12:21|
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