Abstract

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.

Citation

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. Retrieved August 11, 2024 from https://www.learntechlib.org/p/180357/.