Using Technology for Tutor and Student Learning Exchange
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| Title: | Using Technology for Tutor and Student Learning Exchange |
|---|---|
| Language: | English |
| Authors: | Hewlett, Katherine |
| Source: | Collected Essays on Learning and Teaching. 2012 5:142-146. |
| Availability: | Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Tutoring, Technology Uses in Education, Teacher Student Relationship, Learning Disabilities, Instructional Development, Instructional Innovation, Partnerships in Education, Teaching Methods, Mixed Methods Research, Questionnaires, Statistical Studies, Learning Strategies, Cognitive Style, Student Experience, Feedback (Response), Educational Practices, Educational Policy, Educational Change, Participant Satisfaction, Student Attitudes, Art Education, Design, Foreign Countries, College Programs, Action Research, Program Effectiveness |
| Geographic Terms: | United Kingdom |
| ISSN: | 2368-4526 |
| Abstract: | This project built upon the AchieveAbility initiative, which develops materials and training for teaching specific learning difference learners in schools and colleges. AchieveAbility devised the concept for the "InCurriculum" Project and brought together a consortium of United Kingdom higher education institutions to deliver the practice: Norwich University College of the Arts, the University of Westminster, and De Montfort University. All partners delivered a range of art and design courses, using a variety of complementary learning techniques. The project was set up to investigate how changing teaching and assessment practice could be beneficial to different learning styles. The contextual justification for this action research project was to investigate effective practice to retain students within their higher level courses and to support their successful attainment. The project was funded by the Higher Education Academy for a three year period, during which the United Kingdom educational landscape changed rapidly from a widening access perspective to a more business-orientated model of delivery. To make these changes, technology was shown to be essential to the negotiation that evolved for the learning exchange between the student and staff. |
| Abstractor: | As Provided |
| Number of References: | 6 |
| Entry Date: | 2015 |
| Accession Number: | EJ1058815 |
| Database: | ERIC |
| Abstract: | This project built upon the AchieveAbility initiative, which develops materials and training for teaching specific learning difference learners in schools and colleges. AchieveAbility devised the concept for the "InCurriculum" Project and brought together a consortium of United Kingdom higher education institutions to deliver the practice: Norwich University College of the Arts, the University of Westminster, and De Montfort University. All partners delivered a range of art and design courses, using a variety of complementary learning techniques. The project was set up to investigate how changing teaching and assessment practice could be beneficial to different learning styles. The contextual justification for this action research project was to investigate effective practice to retain students within their higher level courses and to support their successful attainment. The project was funded by the Higher Education Academy for a three year period, during which the United Kingdom educational landscape changed rapidly from a widening access perspective to a more business-orientated model of delivery. To make these changes, technology was shown to be essential to the negotiation that evolved for the learning exchange between the student and staff. |
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| ISSN: | 2368-4526 |
