Developing a student centred learning package using knowledge elicitation techniques

Ford, NJ; Murphy, G

Abstract

During the past two decades, educators have invested extensive time and resources
introducing computers and web-based courses into universities (Yazon et al., 2002).
However, many academics appear to use the technology merely as an extension of the
chalkboard or overhead projector and do not use its potential to re-evaluate their approaches
to teaching and assessment (Harris, 1999). Unfortunately, this traditional pedagogy
reinforces students’ passive and rote learning strategies. Although a constructivist studentcentred
learning paradigm is desirable in the University setting, post-secondary teaching
methods continue to focus on teacher-directed activities. As critics and advocates alike
clamour for a justification of computer-rich classrooms, there is a need for educators to
critically investigate how instructional technologies can be used more effectively to improve
teaching and enhance learning. An essential part of that investigation involves examining
teachers’ and students’ pedagogical perspectives and roles in courses where technology is
extensively used. An examination of these experiences and perspectives may lead to a
deeper understanding of technology’s potential role as a catalyst for initiating changed
teaching and learning in the university classroom. In this paper we describe a study that
begins to address these issues.

Citation

Ford, N., & Murphy, G. Developing a student centred learning package using knowledge elicitation techniques

• Report Type: Project Report
• Deposit Date: Jun 17, 2009
• Publicly Available Date: Jun 17, 2009
• Additional Information: Funders : Teaching and Learning Quality Improvement Scheme