Mireia Asensio

Designs for networked learning in higher education: a phenomenographic investigation of practioners' accounts of design

Academics in higher education are coming under increasing pressure, which includes pressure to adapt their teaching practices to accommodate networked learning technologies. In order to incorporate networked learning into teaching and learning in higher education, there has been a search for what may be described as ‘good’ practice. There has also been discussion of what has been called a new paradigm, a convergence between different modes of teaching and learning enabled by networked technologies. In the search for ‘good’ pedagogic practice in networked learning there is a need to examine in depth the current practices of educators designing networked learning activities, courses or programs. In particular we need to understand the design process itself and the assumptions about the nature of learning and the learning process that are often implicit in design decisions.

Undergraduate students’ experiences of networked learning in UK higher education: A survey-based study

This chapter reports findings from a study of networked learning at the undergraduate level. It focuses on students’ expectations about, and experiences of, networked learning. The data come from questionnaires administered at the start and end of four different courses, and their interpretation is informed by a set of interviews with students and teachers involved in these and other networked learning courses. Students’ views were generally positive at the start and at the end of each course, though they became more moderate over time. The structure of students’ reported feelings remained relatively stable over time. There was no evidence to suggest that male or younger students had more positive feelings about networked learning. The thoroughness with which the use of communications technology is integrated into a networked learning course appears as a significant factor in explaining differences in students’ feelings about the worth and value of their experience. As might be expected, a well-integrated course was associated with more positive experiences.

Exploring the Implications of Videoconferencing for Management Learning

Videoconferencing has been used for some time in Higher Education (HE). As with other educational technologies different reasons for using videoconferencing for education purposes are often suggested, these range from it being seen as a substitute, to an alternative, to an enhancement to current provision. In recent years it has been increasingly used in the context of management education programs and it is for this reason we would like to share some of our research and findings on the different ways it is used and how this is experienced by students.