A university’s strategic adoption process of an PBL-aligned eLearning environment: an exploratory case study

Blackburn, Greg

doi:10.1007/s11423-016-9472-3

Cited by 34 publications

(40 citation statements)

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“…Conversely, Rubin, Fernandes, and Avgerinou (), a study on integrating a VLE, lists and synthesises two theoretical frameworks, constructivism and affordance theory and clearly demonstrates how the theory informs the study design and findings. Similarly in Blackburn (), Problem‐Based Learning (PBL) and Communities of Practice are named as theoretical frameworks, interrelated, and evidently inform the study design and discussion. Papers that incorporated Bloom’s taxonomy also clearly demonstrated links between study design, use of the TfA and outcomes.…”

Section: Assessment Designmentioning

confidence: 99%

“…In some cases, increased workload was encountered at the beginning and implementation stages (Blackburn, ; Chew, Ding, & Rowell, ; Mettiäinen, ; Rodríguez‐Gómez, Quesada‐Serra, & Ibarra‐Sáiz, ; Wanner & Palmer, ), but in other cases the increased workload persisted as long as students are engaging with the TfA tool (Gray et al , ; Lafuente Martínez et al , ; Waycott et al , ; Zdravkova et al , ). Several studies on Web 2.0‐Social Media TfA noted increased time and heavier workload associated with managing the assessment grading, at some if not all stages of the process.…”

Section: Academic Staff Efficienciesmentioning

confidence: 99%

“…Bennett et al () found that cost, particularly unanticipated costs, was a common barrier to adoption of TfA. Blackburn found “central strategic funding” as a “critical component” in their implementation (, p. 161). These papers emphasise the need for resourcing that is aligned with clear institutional policies regarding technology and teaching and learning.…”

Section: Institutional Environment and Supportmentioning

confidence: 99%

“…What types of institutional environment and support do institutions need to provide to develop technology-enhanced (ie, pedagogically grounded) Assessment OF/FOR/AS Learning? A number of papers in the systematic review discussed institutional leadership and support through policies focusing on specific issues in TfA such as plagiarism (Akçapınar, 2015), to broader policies that develop academic supports (Mettiäinen, 2015;Whitelock et al, 2015) or communities of practice (Blackburn, 2017;Marín et al, 2016). Papers by Blackburn (2017) and (2012) Institutional financial investment to support TfA seems necessary.…”

Section: Institutional Environment and Supportmentioning

confidence: 99%

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Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

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This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer‐reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set‐up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.

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Section: Assessment Designmentioning

confidence: 99%

Section: Academic Staff Efficienciesmentioning

confidence: 99%

Section: Institutional Environment and Supportmentioning

confidence: 99%

Section: Institutional Environment and Supportmentioning

confidence: 99%

See 2 more Smart Citations

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

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“…Se identifican dos tipos de entornos de aprendizaje vinculados a las tecnoprácticas; por un lado, los entornos institucionales, que incluyen las aulas virtuales, las plataformas especializadas (Blackburn, 2017;Cohen, 2017; El-Masri y Tarhini, 2017; Lee y Lee, 2018), las aplicaciones educativas (Hwang, Chang, Chen y Chen, 2018; Msonde y Van Aalst, 2017; Shadiev, Huang y Hwang, 2017) y una orientación puntual sobre los usos de estas (Hubbard, 2013); por el otro, se encuentran los entornos personales, donde los estudiantes utilizan ampliamente las redes sociales y demás herramientas 2.0 a través de sus dispositivos móviles -principalmente smartphones-; estos constituyen entornos de aprendizaje independientes a las universidades (Humanante, Conde y García, 2014), pero sumamente valiosos para el aprovechamiento de las TIC en los procesos de formación.…”

Section: Las Tpp Para El Aprendizajeunclassified

Searching the productive uses of ICTs for human development of the young university students

Flores

Vega

Reyes

2020

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analizó un corpus de 59 documentos científicos de 20 países, publicados entre 2010 y 2018, para caracterizar las prácticas sociales con las TIC que realizan los jóvenes universitarios. Se encontraron prácticas para el aprendizaje, la ciudadanía, lo comunicativo y el prosumismo, y se identificó la emergencia del teléfono celular y las redes sociales como las tecnologías preferentes de uso frente a la difuminación del internet y la computadora. Además, se lograron definir las tecnoprácticas productivas de cara al desarrollo humano de estos jóvenes. Palabras claveNecesidades básicas; TIC; estudiante universitario; prácticas culturales; nativo digital. AbstractFrom the perspective of the capacities of Amartya Sen and the autonomy of Doyal and Gough, it is sought to know the productive practices with ICTs in university students because it is assumed that they can expand their capacities to take opportunities and participate in social life. Through a documentary method, a corpus of 59 scientific documents from 20 countries, published between 2010 and 2018, was analyzed to characterized the social practices with ICTs in young university students. Practices for learning, citizenship, communication and prosumerism were found; cellphone and social networks were identified as preferred technologies versus the Internet and the personal computer. In addition, it was possible to define the productive techno-practices on the frame of human development for these young students.

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Research and application of situated teaching design for NC machining course based on virtual simulation technology

Meng

Guo

2020

Comp Applic In Engineering

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As virtual simulation technology can display three‐dimensional materials as well as their dynamic cutting process and the learners’ motivation is enhanced in the situated learning environment, a virtual‐situated learning system for numerical control (NC) machining course is proposed to explore the learning effectiveness of learners when combining virtual simulation technology and the situation learning theory. This study aims to use the concept of embedding NC machining simulation system and the situated learning into a real situation to improve the learners’ situated thinking ability and innovative literacy. The features of the system include (a) the learning activities and contents that are planned and designed using the key factors of situated learning based on the specific teaching contents and objectives, (b) combining virtual objects with a real environment using virtual simulation technology to provide a project‐based learning situation for learners, and (c) probing into the specific methods of implementing situated teaching design in NC machining course. To assess the acceptance of the proposed system, an independent sample t‐test was then applied to evaluate the learning achievement of learners. The results show that the research scale is highly reliable and that all assumptions made are valid. In addition, the effect of the situated teaching was investigated through questionnaire survey. The experimental results suggest that the virtual‐situated teaching design has significant positive impact on improving the students' learning efficiency and performance skills and indicates that the participants were attracted to and willing to use the system, which directly enhances their incentive to actively learn and promote learning achievement.

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A university’s strategic adoption process of an PBL-aligned eLearning environment: an exploratory case study

Cited by 34 publications

References 50 publications

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Searching the productive uses of ICTs for human development of the young university students

Research and application of situated teaching design for NC machining course based on virtual simulation technology

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