Using research to inform learning technology practice and policy: A qualitative analysis of student perspectives

Russell, C; Malfroy, J; Gosper, M; McKenzie, J

Using research to inform learning technology practice and policy: A qualitative analysis of student perspectives

Russell, C Malfroy, J Gosper, M McKenzie, J

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Publication Type:: Journal Article
Citation:: Australasian Journal of Educational Technology, 2014, 30 (1), pp. 1 - 15
Issue Date:: 2014-01-01

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Field	Value	Language
dc.contributor.author	Russell, C	en_US
dc.contributor.author	Malfroy, J	en_US
dc.contributor.author	Gosper, M	en_US
dc.contributor.author	McKenzie, J https://orcid.org/0000-0003-0681-4366	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	Australasian Journal of Educational Technology, 2014, 30 (1), pp. 1 - 15	en_US
dc.identifier.uri	http://hdl.handle.net/10453/33919
dc.description.abstract	As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academicled technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools. © Australasian Journal of Educational Technology 2014.	en_US
dc.relation.ispartof	Australasian Journal of Educational Technology	en_US
dc.subject.classification	Education	en_US
dc.title	Using research to inform learning technology practice and policy: A qualitative analysis of student perspectives	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	30	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	0906 Electrical and Electronic Engineering	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	30	en_US

Abstract:

As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academicled technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools. © Australasian Journal of Educational Technology 2014.

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http://hdl.handle.net/10453/33919