Jones, C. and Asensio, M.
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1046/j.0266-4909.2001.00186.x|
|Google Scholar:||Look up in Google Scholar|
The aim of this paper is to explore the use of assessment as a tool for structuring students' experiences within a networked learning environment. It is suggested that this investigation may have a wider bearing on issues raised by the idea of aligning teaching approach with the students' approach to learning. The methods used are broadly phenomenographic and the use of this approach is proposed for the evaluation of networked learning in higher education. We draw on the initial phase of a two-year JISC sponsored study being undertaken by the Centre for Studies in Advanced Learning Technology (CSALT) at Lancaster University: http://csalt.lancs.ac.uk/jisc/ . We explain why phenomenography was chosen as the preferred methodological approach and how this approach is appropriate for evaluation. An emphasis is placed upon the evaluative aspects of phenomenography and its emphasis on varieties of experience and the relationship between approaches adopted to learning and the outcomes of learning. The example drawn from the research examines student approaches in relation to the declared intentions of the course designers.
|Item Type:||Journal Article|
|Keywords:||Evaluation; Design; Student experience; Networked learning; Phenomenography|
|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:||Chris Jones|
|Date Deposited:||25 Jan 2007|
|Last Modified:||07 Feb 2017 11:16|
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