Integrating technology into a traditional learning environment: reasons for and risks of success

Saunders, G. and Klemming, F. 2003. Integrating technology into a traditional learning environment: reasons for and risks of success. Active Learning in Higher Education. 4 (1), pp. 74-86. https://doi.org/10.1177/1469787403004001006

TitleIntegrating technology into a traditional learning environment: reasons for and risks of success
AuthorsSaunders, G. and Klemming, F.
Abstract

This article reports on an evaluation of student views and

reactions to a changed approach to teaching and learning that was

enabled by the extensive use of information and communication

technology (ICT). Evaluation was carried out over two academic

years and involved the use of questionnaires, one-to-one interviews

with students and student-led discussions. In general, students were

appreciative of the approach, welcoming classroom sessions that

focused on real problem-solving rather than one-to-many discourse.

The students perceived the module to be harder than other modules

although overall student performance was actually better when

compared with previous years. It was clear, however, that during the

semester most students used the electronic materials provided only

when they needed them to support coursework assignments. As a

consequence one major aim of the approach, to increase the degree

of student-led learning in class, was not achieved consistently.

JournalActive Learning in Higher Education
Journal citation4 (1), pp. 74-86
ISSN1469-7874
YearMar 2003
Digital Object Identifier (DOI)https://doi.org/10.1177/1469787403004001006
Web address (URL)http://alh.sagepub.com/cgi/reprint/4/1/74
Publication dates
PublishedMar 2003

Related outputs

Developing Belief in Online Teaching: Efficacy and Digital Transformation
Specht, D., Chatterton, P., Hartley, P. and Saunders, G. 2021. Developing Belief in Online Teaching: Efficacy and Digital Transformation. Journal of Perspectives in Applied Academic Practice. 9 (2), pp. 68-76. https://doi.org/10.14297/jpaap.v9i2.486

The Making Assessment Count (MAC) consortium–maximising assessment and feedback design by working together
Kerrigan, M.J.P., Walker, S., Gamble, M., Lindsay, S., Reader, K., Papaefthimiou, M.C., Newman-Ford, L., Saunders, G. and Clements, M.O. 2011. The Making Assessment Count (MAC) consortium–maximising assessment and feedback design by working together. in: Proceedings of ALT-C: Thriving in a colder and more challenging climate, 6-8 September 2011, University of Leeds Association for Learning Technology.

The use of RSS feeds in Blackboard to support student learning and academic interactions
Kerrigan, M.J.P., Oradini, F. and Saunders, G. 2009. The use of RSS feeds in Blackboard to support student learning and academic interactions. BbWorld'09. National Harbor, Maryland 14 - 16 Jul 2009

eReflect: enhancing student support through a reflective online process
Kerrigan, M.J.P., Clements, M.O., Oradini, F., Saunders, G. and Bond, A. 2009. eReflect: enhancing student support through a reflective online process. BbWorld'09. National Harbor, Maryland 14 - 16 Jul 2009

eReflect: making assessment count
Kerrigan, M.J.P., Clements, M.O., Bond, A. and Saunders, G. 2009. eReflect: making assessment count. in: Bracq, A., Jefferies, A.L. and Terry, E.B. (ed.) Proceedings of the Fourth International Blended Learning Conference "Engaging Students in the Curriculum" Hatfield University of Hertfordshire. pp. 219-232

Making assessment count: integrating Web 2.0 to support student assessment and reflection
Kerrigan, M.J.P., Clements, M.O., Bond, A., Oradini, F. and Saunders, G. 2009. Making assessment count: integrating Web 2.0 to support student assessment and reflection. E-learning 2.0. Brunel University, Uxbridge 06 - 07 Jul 2009

Making assessment count – integrating feedback and reflection through eReflect
Kerrigan, M.J.P., Clements, M.O., Bond, A., Oradini, F., Nedelcheva, Y. and Saunders, G. 2009. Making assessment count – integrating feedback and reflection through eReflect. in: Terry, E.B., Jefferies, A.L. and Bracq, A. (ed.) Proceedings of the Fourth International Blended Learning Conference "Engaging Students in the Curriculum" Hatfield University of Hertfordshire.

University of westminster, Making assessment count: a JISC funded project
Kerrigan, M.J.P., Clements, M.O., Bond, A., Nedelcheva, Y. and Saunders, G. 2009. University of westminster, Making assessment count: a JISC funded project. 6th International Conference of the Association for Learning Technology. Manchester, UK 08 - 10 Sep 2009 Association for Learning Technology.

University of Westminster, Making assessment count: a JISC funded project
Kerrigan, M.J.P., Clements, M.O., Bond, A., Nedelcheva, Y. and Saunders, G. 2009. University of Westminster, Making assessment count: a JISC funded project. SSHL: Teaching and Learning Day. University of Westminster, London 2009 Association for Learning Technology.

University of Westminster, Making assessment count: a JISC funded project
Kerrigan, M.J.P., Clements, M.O., Bond, A., Nedelcheva, Y. and Saunders, G. 2009. University of Westminster, Making assessment count: a JISC funded project. University of Westminster Teaching & Learning Symposium. University of Westminster, London 2009 Association for Learning Technology.

Social networking: connect-ing students and staff
Oradini, F. and Saunders, G. 2008. Social networking: connect-ing students and staff. ALT-N Newsletter. 13.

Technology enhanced learning in the 21st Century: supporting the attainment of an old paradigm or developing a new one?
Oradini, F. and Saunders, G. 2008. Technology enhanced learning in the 21st Century: supporting the attainment of an old paradigm or developing a new one? Academe: Journal of Leadership and Management in Higher Education. 1 (1), pp. 29-46.

An embarrassment of riches: how to choose, use and present learning materials to students
Oradini, F. and Saunders, G. 2008. An embarrassment of riches: how to choose, use and present learning materials to students. The Publishers Association Academic and Professional Conference: what does higher education want from publishers?. Institute of Physics, London 12 Feb 2008

Formal and informal applications for learning
Oradini, F., Papaefthimiou, M.C., Pike, D., Pursey, G. and Saunders, G. 2008. Formal and informal applications for learning. BbWorld'08. Las Vegas, Nevada 15 - 17 Jul 2008 pp. 22-46

Learning on-line on campus
Saunders, G. and Pincas, A. 2003. Learning on-line on campus. Winchcombe, UK Learning Partners.

Getting started with ICT blended learning
Pincas, A. and Saunders, G. 2003. Getting started with ICT blended learning. Academic Exchange Quarterly. 7 (4), pp. 225-228.

Introducing technology onto a traditional course: turning the classroom upside down
Saunders, G. 2002. Introducing technology onto a traditional course: turning the classroom upside down. in: Kallenberg, A.J. and van de Ven, M.J.J.M. (ed.) The New Educational Benefits of ICT in Higher Education: proceedings Rotterdam, Netherlands Erasmus Plus BV. pp. 38-44

Integrating technology into the activities of a traditional university: facing up to the problems
Saunders, G. 2002. Integrating technology into the activities of a traditional university: facing up to the problems. in: Kallenberg, A.J. and van de Ven, M.J.J.M. (ed.) The New Educational Benefits of ICT in Higher Education: proceedings Rotterdam, Netherlands Erasmus Plus BV. pp. 159-165

Permalink - https://westminsterresearch.westminster.ac.uk/item/9362q/integrating-technology-into-a-traditional-learning-environment-reasons-for-and-risks-of-success


Share this

Usage statistics

209 total views
0 total downloads
These values cover views and downloads from WestminsterResearch and are for the period from September 2nd 2018, when this repository was created.