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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1080/14759390902992576|
|Google Scholar:||Look up in Google Scholar|
Despite substantial growth in the use of information and communication technologies (ICT) throughout western societies, there is much evidence of technology-led innovations within Higher Education (HE) failing to achieve the anticipated transformations in learning and teaching. This paper reviews evidence from research and evaluation studies relating not only to e-learning, but also to wider HE practices. It argues that the use of ICT does not, in itself, result in improved educational outcomes and ways of working. It considers contextual factors that are of greater significance in determining how and why e-learning is used in HE. Students' engagement with e-learning relates to their expectations and conceptions of learning and to assessment demands. Academics need to re-assess their own beliefs and practices concerning teaching and assessment and their impact on the experience of learners. Both teachers and learners need to understand why e-learning activities are to be undertaken and the rewards expected to be derived.
|Item Type:||Journal Article|
|Keywords:||Assessment; constructive alignment; e-learning; learning outcomes; teaching approaches; student learning;|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Adrian Kirkwood|
|Date Deposited:||12 Aug 2009 14:51|
|Last Modified:||23 Mar 2017 12:44|
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