Using Google Drive to Facilitate a Blended Approach to Authentic Learning
Saved in:
| Title: | Using Google Drive to Facilitate a Blended Approach to Authentic Learning |
|---|---|
| Language: | English |
| Authors: | Rowe, Michael, Bozalek, Vivienne, Frantz, Jose |
| Source: | British Journal of Educational Technology. Jul 2013 44(4):594-606. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2013 |
| Intended Audience: | Practitioners |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Technology Integration, Internet, Higher Education, Teaching Methods, Foreign Countries, Physical Therapy, Transformative Learning, Power Structure, Thinking Skills, Blended Learning, Case Method (Teaching Technique), Learning Activities, Instructional Effectiveness, Critical Thinking, Cooperative Learning, Feedback (Response), Evaluation Methods, Focus Groups |
| Geographic Terms: | South Africa |
| DOI: | 10.1111/bjet.12063 |
| ISSN: | 0007-1013 |
| Abstract: | While technology has the potential to create opportunities for transformative learning in higher education, it is often used to merely reinforce didactic teaching that aims to control access to expert knowledge. Instead, educators should consider using technology to enhance communication and provide richer, more meaningful platforms for the social construction of knowledge. By using technology to engage in shared learning experiences that extend beyond the walls of the classroom, we can create opportunities to develop the patterns of thinking that students need to participate in complex, real world situations. We used authentic learning as a framework to guide the implementation of a case based, blended module in a South African physiotherapy department. Google Drive was used as a collaborative online authoring environment in which small groups of students used clinical cases to create their own content, guided by a team of facilitators. This paper describes an innovative approach to clinical education using authentic learning as a guiding framework, and Google Drive as an implementation platform. We believe that this approach led to the transformation of student learning practices, altered power relationships in the classroom and facilitated the development of critical attitudes towards knowledge and authority. (Contains 6 figures.) |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2014 |
| Accession Number: | EJ1011312 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | While technology has the potential to create opportunities for transformative learning in higher education, it is often used to merely reinforce didactic teaching that aims to control access to expert knowledge. Instead, educators should consider using technology to enhance communication and provide richer, more meaningful platforms for the social construction of knowledge. By using technology to engage in shared learning experiences that extend beyond the walls of the classroom, we can create opportunities to develop the patterns of thinking that students need to participate in complex, real world situations. We used authentic learning as a framework to guide the implementation of a case based, blended module in a South African physiotherapy department. Google Drive was used as a collaborative online authoring environment in which small groups of students used clinical cases to create their own content, guided by a team of facilitators. This paper describes an innovative approach to clinical education using authentic learning as a guiding framework, and Google Drive as an implementation platform. We believe that this approach led to the transformation of student learning practices, altered power relationships in the classroom and facilitated the development of critical attitudes towards knowledge and authority. (Contains 6 figures.) |
|---|---|
| ISSN: | 0007-1013 |
| DOI: | 10.1111/bjet.12063 |
