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Practices with technology: learning at the boundary between study and work

Thorpe, M. and Edmunds, R. (2011). Practices with technology: learning at the boundary between study and work. Journal of Computer Assisted Learning, 27(5) pp. 385–398.

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A study of part-time student experience of university courses delivered using a range of technologies found that ICT enabled students to move between study and work experience to the benefit of their learning in both contexts. Technology-based study activities enabled students to participate in learning both as a student and as a member of a practice or work context. Given the increasingly pressured lives of all students in higher education and their aspirations for employment after graduation, this suggests that we would benefit from taking their relationship to work and professional practice into account more directly, in deciding how to integrate technology into their study experience. Teacher conceptions of technology as a tool primarily for information delivery and discussion need to expand to recognise that it can be used to construct learning experiences situated in roles, skills and interactive environments that enhance students’ ability to make transitions across the boundaries between contexts of study and work.

Item Type: Journal Article
Copyright Holders: 2011 Blackwell Publishing Ltd.
ISSN: 1365-2729
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetJISC within its Learner Experience Phase 2 programme
Keywords: socio-cultural approaches to learning; study/work boundary; technology-enhanced learning; technology practices
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 24262
Depositing User: Mary Thorpe
Date Deposited: 11 Jan 2012 11:14
Last Modified: 29 Mar 2015 09:10
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