Lalith Liyanage

Design of educational systems for work based learning (WBL): the learner experience

Purpose – Information and communication technologies have transformed higher education providing e‐mechanisms to support the delivery of content, communication and interaction. One example is the widespread adoption of virtual learning environments (VLEs) by higher education institutions to provide a key interface among learners, the content and tutors. The aim of this paper is to explore the effectiveness of the design of educational systems for work based learning (WBL) from the learners perspective. The study includes consideration of the use of technology to support the work based learning process for the learner.Design/methodology/approach – Case studies from four postgraduate programmes and one undergraduate programme within the School of Computing, Engineering and Information Sciences (CEIS) at Northumbria University are presented. Key results from a survey of students on these programmes are discussed.Findings – The results demonstrate that there are different motivations for this type of provisi...

Active Student Engagement: The Heart of Effective Learning

The chapter’s focal argument is that the format, duration and delivery of a course are most effective when the underlying philosophy is to engage students actively in their learning. This philosophy should be at the heart of the course’s design, development and delivery. The authors draw on their experiences of higher education in both the United Kingdom and Sri Lanka and across full-time, part-time, distance learning and work-based learning to illustrate that a variety of formats and delivery approaches are possible, but the crucial element is to ensure that students are active not passive learners. This theory aligns with a learner-centred, constructivist approach and lends itself to more authentic learning. Using examples from a number of different disciplines, the authors discuss the variation that can occur in course delivery and format whilst still encouraging and supporting an active learning approach. The final section of the chapter will focus on how this approach may require staff to adopt new methods of learning, teaching and assessment and their professional development plays a crucial role, including adapting to new technologies to provide an active learning student experience.