Investigating the Consequences of Sustained Involvement in New Learning Environments

Gordon, Peter, Pillay, Hitendra K., & Clarke, John A. (2004) Investigating the Consequences of Sustained Involvement in New Learning Environments. In Searle, Jean, McCavanagh, Charlie, & Roebuck, Richard (Eds.) 12th Annual National Conference on Post-Compulsory Education & Training: Doing Thinking Activity Learning, December, 2004, Brisbane, Australia.


New learning environments (NLEs) are characterised in this paper as involving decreased reliance on face-to-face teaching, a greater use of peer-based learning tasks, and an increased reliance on information and communication technologies (ICTs). While there has been increasing investment in NLEs, particularly in relation to the reliance on ICTs, this has been guided by limited empirical research into the consequences of this investment for students. To investigate this deficit, the ARC funded a research project to develop a grounded understanding of the relationship between development of students’ epistemic beliefs, their approach to learning and their experiences in NLEs. This paper reports on longitudinal data gathered through this project from students over three years that address these issues. Interview and questionnaire data were collected at a purpose-built flexible learning campus from the same cohort of undergraduate students across the 2002-2004 period. The data provide insights into the different opportunities available to, and demands placed on, students and the nature and development of their experiences of NLEs. Such insights can inform the integration of ICTs into learning environments and the nature of support necessary for optimising learning.

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ID Code: 9740
Item Type: Conference Paper
Refereed: Yes
Additional Information: For more information, please refer to the publisher’s website (see hypertext link) or contact the author.
Additional URLs:
Keywords: information and communication technologies (ICT), new learning environments (NLE), student engagement, epistemology
ISBN: 1875378545
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2004 Australian Academic Press
Deposited On: 26 Sep 2007 00:00
Last Modified: 29 Feb 2012 13:05

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