Increased technology provision and learning: Giving more for nothing?

The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for st...

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Autor principal:	Emmanuelle Quillerou
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	distance learning technology priorities time-constraint Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1632fabfdb6e4ab4a32fcc344ccdb5b1
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id	oai:doaj.org-article:1632fabfdb6e4ab4a32fcc344ccdb5b1
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spelling	oai:doaj.org-article:1632fabfdb6e4ab4a32fcc344ccdb5b12021-12-02T18:03:25ZIncreased technology provision and learning: Giving more for nothing?10.19173/irrodl.v12i6.9981492-3831https://doaj.org/article/1632fabfdb6e4ab4a32fcc344ccdb5b12011-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/998https://doaj.org/toc/1492-3831 The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family commitments. This paper focuses on the actual use by distance learning students of different teaching and learning resources and their associated teaching technologies (learning tools). The organisation of one module has been conceptualised as a toolbox, encompassing all the learning tools provided to students. This toolbox also explicitly includes an embedded priority system for the examination of available learning resources, conceptualised as a traffic-light toolbox in this paper. Results from a survey on the resources actually used by students show that students are indeed time-constrained. Students consequently follow the priority system embedded into the module and do not use non-examinable resources much. This paper concludes that students’ specific needs or situations need to be considered for the design of an effective learning toolbox, as opposed to just providing a bundle of learning tools that may be effective on their own. Emmanuelle QuillerouAthabasca University Pressarticledistance learningtechnologyprioritiestime-constraintSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 6 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance learning technology priorities time-constraint Special aspects of education LC8-6691
spellingShingle	distance learning technology priorities time-constraint Special aspects of education LC8-6691 Emmanuelle Quillerou Increased technology provision and learning: Giving more for nothing?
description	The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family commitments. This paper focuses on the actual use by distance learning students of different teaching and learning resources and their associated teaching technologies (learning tools). The organisation of one module has been conceptualised as a toolbox, encompassing all the learning tools provided to students. This toolbox also explicitly includes an embedded priority system for the examination of available learning resources, conceptualised as a traffic-light toolbox in this paper. Results from a survey on the resources actually used by students show that students are indeed time-constrained. Students consequently follow the priority system embedded into the module and do not use non-examinable resources much. This paper concludes that students’ specific needs or situations need to be considered for the design of an effective learning toolbox, as opposed to just providing a bundle of learning tools that may be effective on their own.
format	article
author	Emmanuelle Quillerou
author_facet	Emmanuelle Quillerou
author_sort	Emmanuelle Quillerou
title	Increased technology provision and learning: Giving more for nothing?
title_short	Increased technology provision and learning: Giving more for nothing?
title_full	Increased technology provision and learning: Giving more for nothing?
title_fullStr	Increased technology provision and learning: Giving more for nothing?
title_full_unstemmed	Increased technology provision and learning: Giving more for nothing?
title_sort	increased technology provision and learning: giving more for nothing?
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/1632fabfdb6e4ab4a32fcc344ccdb5b1
work_keys_str_mv	AT emmanuellequillerou increasedtechnologyprovisionandlearninggivingmorefornothing
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Increased technology provision and learning: Giving more for nothing?

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