Tag Archives: Quality evaluation

Increasing quality in large scale university courses. E-flashcards as an approach to support active learning and individual facilitation

Quality of education should be stable or permanently increased – even if the number of students rises. Quality of education is often related to possibilities for active learning and individual facilitation. This paper deals with the question how high-quality learning within oversized courses could be enabled and it presents the approach of e-flashcards that enables active learning and individual facilitation within large scale university courses.

Article first published in “eleed”, n. 9, http://eleed.campussource.de/archive/9/3655. Reprinted with permission.

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Quality experiences of inquiry in blended contexts: university student approaches to inquiry, technologies, and conceptions of learning

Evaluating the quality of inquiry using technology in blended contexts at university is a complex phenomenon as there are many variables which could account for qualitative variation in the experience. This study looks at reasons for qualitative variation in the university student experience of inquiry using technologies. It considers approaches to inquiry and technologies, conceptions of learning and academic achievement. The results identify which aspects of the experience account for relatively more successful learning and which aspects of the experience tend to be related to less successful experiences. It offers a nuanced understanding of the contribution of technology to successful experiences. The results have implications for the design of activities which involve class and on-line contexts and the way we help students to be successful.

Article first published in “Australasian Technology”, V. 30 (2014), n. 3, http://ascilite.org/ajet/submission/index.php/AJET/issue/view/78 Reprinted with permission.

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