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FrancesDeepwell f.deepwell@coventry.ac.uk This paper presents an investigation into how students studying at university engage actively with learning technology in their self-directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in-depth follow-up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers' engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students' use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self-directed learning.Keywords: student experience; learning technologies; self-directed learning; blended learning; case study IntroductionThis paper reports on an investigation into the experiences of students using learning technologies in their learning while studying on campus-based university courses. Particular attention is paid to the experiences of campus-based students outside formal classroom interactions in self-directed study. Self-directed learning (SDL) is 'a form of study in which learners have the primary responsibility for planning, carrying out and evaluating their own learning experiences ' (Merriam and Caffarella 1991, 41). SDL occurs in both informal and formal learning situations and typical activities include peer discussion and collaboration, accessing library resources, reading, research and development and working through tutorial materials and workbooks. Within formal academic programmes in the UK, hours are allocated to self-directed study in addition to hours for lectures and seminar attendance. These hours are quantified in quality assurance documents and typically constitute a substantial proportion of an academic programme. We were, therefore, interested in investigating how students were using technology during this time, which is, at least notionally, at the disposal of the students. There is an expectation on the part of the higher education institution that students use the time for studying in depth and preparing their coursework. For the student this notional time is under threat. The threats can come externally from the demands of income generation to cover fees and living expenses, social pressures and an overloaded curriculum, *Corresponding author. Email: f.deepwell@coventry.ac.uk 6 F. Deepwell and S. Maliktogether with a declining staff:student ratio. However, th...

FrancesDeepwell f.deepwell@coventry.ac.uk This paper presents an investigation into how students studying at university engage actively with learning technology in their self-directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in-depth follow-up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers' engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students' use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self-directed learning.

Through reflection on the First International iPED Conference 2006 and its overarching theme of pedagogical research and academic identities, this paper considers the achievement of the wider aims of the conference which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006.

Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataHandbook of research on electronic collaboration and organizational synergy / Janet Salmons and Lynn Wilson, editors. p. cm.Summary: "This book presents a collection of empirical work that examines techniques, strategies and effects of electronic collaboration across disciplines and sectors"--Provided by publisher.Includes bibliographical references and index. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher.