Moving beyond enhancing pedagogies with digital technologies: Frames of reference, habits of mind and transformative learning

Blundell, Christopher N.; Lee, Kar-Tin; Nykvist, Shaun

doi:10.1080/15391523.2020.1726235

Cited by 42 publications

(34 citation statements)

References 47 publications

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“…Bye, et al (2007) imply that critical thinking is needed to make content more meaningful and collaborative. However, collaborative teaching methods have been limited in considering teaching during the COVID pandemic (Blundell et al, 2020); thus, more research is needed to identify the means of developing learner engagement in VLEs. In addition, this study identifies learner engagement and fostering collaboration demands stimulating learners and making the subject interesting.…”

Section: Making the Subject Interestingmentioning

confidence: 99%

Enhancing quality of teaching in the built environment higher education, UK

Gomis

Saini

Pathirage

et al. 2022

QAE

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Purpose The issues in the current Built Environment Higher Education (BEHE) curricula recognise a critical need for enhancing the quality of teaching. This paper aims to identify the need for a best practice in teaching within BEHE curricula and recommend a set of drivers to enhance the current teaching practices in the Built Environment (BE) education. The study focused on Section 1 of the National Student Survey (NSS) – Teaching on my course, with a core focus on improving student satisfaction, making the subject interesting, creating an intellectually stimulating environment and challenging learners. Design/methodology/approach The research method used in this study is the mixed method, a document analysis consisting of feedback from undergraduate students and a closed-ended questionnaire to the academics in the BEHE context. More than 375 student feedback were analysed to understand the teaching practices in BE and fed forward to developing the closed-ended questionnaire for 23 academics, including a Head of School, a Principal Lecturer, Subject Leads and Lecturers. The data was collected from Architecture, Construction Management, Civil Engineering, Quantity Surveying and Building surveying disciplines representing BE context. The data obtained from both instruments were analysed with content analysis to develop 24 drivers to enhance the quality of teaching. These drivers were then modelled using the interpretive structural modelling (ISM) method to identify their correlation and criticality to NSS Section 1 themes. Findings The study revealed 10 independent, 11 dependent and three autonomous drivers, facilitating the best teaching practices in BEHE. The study further recommends that the drivers be implemented as illustrated in the level partitioning diagrams under each NSS Section 1 to enhance the quality of teaching in BEHE. Practical implications The recommended set of drivers and the level partitioning can be set as a guideline for academics and other academic institutions to enhance the quality of teaching. This could be further used to improve student satisfaction and overall NSS results to increase the rankings of academic institutions. Originality/value New knowledge can be recognised with the ISM analysis and level partitioning diagrams of the recommended drivers to assist academics and academic institutions in developing the quality of teaching.

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Section: Making the Subject Interestingmentioning

confidence: 99%

Enhancing quality of teaching in the built environment higher education, UK

Gomis

Saini

Pathirage

et al. 2022

QAE

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“…For example, the ABC learning development framework of the University College London (UCL) has highlighted three types of the learning technologies: UCL supported, provided with limited or no support, and support provided locally in the division/department [50]. The educational transformation of both teachers and students is crucial in the digital learning ecology so that they can feel comfortable using technology for learning and teaching, regardless of whether the university supports it or not [51].…”

Section: Challenges In Formal Learning Environments In the Digital Eramentioning

confidence: 99%

Disrupting the Disruption: A Digital Learning HeXie Ecology Model

Huijser

et al. 2022

Education Sciences

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Broad societal disruptions (i.e., the industrial revolution, digitalisation, and globalisation) have created a need for an increasingly adaptive higher education system in recent decades. However, the response to these disruptions by universities has generally been slow. Most recently, online learning environments have had to be leveraged by universities to overcome the difficulties in teaching and learning due to COVID-19 restrictions. Thus, universities have had to explore and adopt all potential digital learning opportunities that are able to keep students and teachers engaged in a short period. This paper proposes a digital learning HeXie ecology model, which conceptualises elements and relationships pertaining to the societal need for a more agile and digitally resilient higher education system that is better placed to confront disruptive events (such as pandemics) and that is able to produce graduates who are well-equipped to deal with disruption and uncertainty more broadly. Specifically, we propose a digital learning ecology that emphasises the role of self-directed learning and its dynamic interaction between formal, informal, and lifelong learning across a five-level ecosystem: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. This study contributes to the theoretical literature related to flexible learning ecologies by adopting and incorporating the Chinese HeXie concept into such ecologies.

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“…In recent years, the term “digital technologies” has been used in the educational community. The work of many researchers, in particular, Blundell et al [ 20 ]; Greenberg et al [ 21 ]; Mercader & Gairín [ 22 ]; Pacheco [ 23 ]; Ng [ 24 ] and others, reflects the problem of the development and use of digital technologies. The relevance of this research area is due to the need to ensure the quality of the learning process in the conditions of digitalization of education.…”

Section: Background and Means To Solve The Problemmentioning

confidence: 99%

Problems of Mastering and Using Digital Learning Technology in the Context of a Pandemic

Rubtsova

Odinokaya

Krylova

et al. 2021

Lecture Notes in Networks and Systems

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The article attempts to identify the difficulties associated with the use of digital learning technology at a technical university in the context of a pandemic. The research is based on the use of such methods as content analysis of modern publications on the problem under study, their logical analysis, generalization and systematization of published information, as well as understanding the experience of using digital technology at the technical university. A survey of polytechnic students was conducted regarding the timely identification of problems related to the use of digital learning technology. The findings revealed that awareness of the thoughtful use of digital learning technology, as well as thoughtful regulations in the access of students to digital equipment can open up new opportunities for their application. The relevance of digitalization for the technical university is shown. Prospects for further research of problems related to the use of digital technology of education at a technical university are outlined in order to identify its further directions and features of their development in domestic and foreign educational institutions. The novelty of the study consists in substantiating the relevance of analyzing the experience of using digital learning technology at the technical university, identifying problematic aspects of its use. The limitation of the study is that all the responses are from just one educational institution and, in future studies, it is necessary to take into account the experience of using digital learning technologies on a more global scale.

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Moving beyond enhancing pedagogies with digital technologies: Frames of reference, habits of mind and transformative learning

Cited by 42 publications

References 47 publications

Enhancing quality of teaching in the built environment higher education, UK

Enhancing quality of teaching in the built environment higher education, UK

Disrupting the Disruption: A Digital Learning HeXie Ecology Model

Problems of Mastering and Using Digital Learning Technology in the Context of a Pandemic

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