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Students as collaborators in creating meaningful learning experiences in technology-enhanced classrooms: An engaged scholarship approach ARTICLE

British Journal of Educational Technology Volume 48, Number 5, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

In dealing with numerous challenges, higher education instructors need to adapt their pedagogical practices to present students with meaningful, engaged learning experiences that are likely to promote student success and adequately prepare students for the world we live in. As part of this pedagogical transformation instructors also need to consider the potential of digital technologies to assist flexible pedagogies, as well as the role that students can play as partners in transforming the learning process (C. Evans, D. Muijs, & M. Tomlinson. Engaged student learning: high-impact strategies to enhance student achievement. York: Higher Education Academy, [Evans, C., 2015], p. 9). In this paper the author reflects on her particular engaged scholarship approach and the important role that her students—as collaborators in the pedagogical transformation process—have played in the creation of meaningful technology-enhanced learning experiences. She describes the evolution of her action inquiry approach over more than a decade and uses one particular project to highlight the value that student voice can contribute to pedagogical transformation. She also underscores the value of a “design for partnership” approach that can be incorporated as an underlying pedagogical approach to facilitate the creation of meaningful learning experiences in a technology-enhanced teaching and learning environment.

Citation

Nel, L. (2017). Students as collaborators in creating meaningful learning experiences in technology-enhanced classrooms: An engaged scholarship approach. British Journal of Educational Technology, 48(5), 1131-1142. Wiley. Retrieved August 19, 2017 from .