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

, University of Western Sydney ; , Australian Catholic University ; , Macquarie University ; , University of Technology, Sydney

Australasian Journal of Educational Technology Volume 30, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

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 academic-led 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.

Citation

Russell, C., Malfroy, J., Gosper, M. & McKenzie, J. (2014). Using research to inform learning technology practice and policy: a qualitative analysis of student perspectives. Australasian Journal of Educational Technology, 30(1),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved October 18, 2019 from .

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