Orchestrating 21st century learning in higher education: A perspective on student voice
British Journal of Educational Technology Volume 48, Number 5, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley
For universities to meet the 21st-century learning needs of today's students, it is important they allow students to take an active role in developing pedagogy and sharing their perspective. This paper introduces design-based research aiming to develop a pedagogic approach to support technology-enhanced learning practices at the university level with the focus on teacher orchestration of learning activities and student voice. Drawing from the perspectives of teachers and students who participated in a course focused on learning and 21st-century competencies, four main elements indicating student voice and technology-enhanced pedagogy are presented: increased interaction among university communities, teacher orchestration, technology and collaborative learning. Enabling and hindering factors related to student voice are presented for each element.
Hämäläinen, R., Kiili, C. & Smith, B.E. (2017). Orchestrating 21st century learning in higher education: A perspective on student voice. British Journal of Educational Technology, 48(5), 1106-1118. Wiley.
Cited ByView References & Citations Map
Using Personal Mobile Devices to increase flexibility and equity in learning in resource constrained contexts.
Cheryl Brown & Genevieve Haupt
Journal of Open, Flexible, and Distance Learning Vol. 22, No. 2 (Dec 13, 2018) pp. 18–31
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.