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  • The Conceived, the Perceived and the Lived: Issues with 21st Century Learning and Teaching

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    BaracPUB1105.pdf (345.1Kb)
    Author(s)
    Barac, K
    Griffith University Author(s)
    Barac, Karin
    Year published
    2015
    Metadata
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    Abstract
    A bespoke course design framework was implemented in an Australian university to help academics convert face-to-face courses to blended or online offerings in response to increasing demand for universities to offer 21st century learning environments. While the design framework was grounded in evidence-based approaches that exemplify quality delivery, these course designs have had variable reactions from students in their implementation. As such, a student dimension to the evaluation of the framework was added and the findings from the initial pilot are reported here. It has been found that students may not be as ready for ...
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    A bespoke course design framework was implemented in an Australian university to help academics convert face-to-face courses to blended or online offerings in response to increasing demand for universities to offer 21st century learning environments. While the design framework was grounded in evidence-based approaches that exemplify quality delivery, these course designs have had variable reactions from students in their implementation. As such, a student dimension to the evaluation of the framework was added and the findings from the initial pilot are reported here. It has been found that students may not be as ready for 21st century learning and teaching practices as current rhetoric implies. This paper begins to formulate a theory to help resolve this through an exploration of ideas through the lens of Lefebvre’s production of space (1991).
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    Conference Title
    ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings
    Publisher URI
    http://www.2015conference.ascilite.org/
    Copyright Statement
    © 2015 The author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation.
    Subject
    Education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/123514
    Collection
    • Conference outputs

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