Abstract
Greater diversity and larger student numbers in university classrooms expose students and teachers to
different ways of thinking and being that enrich the university experience. The use of innovative
pedagogic strategies that employ technology and research in learning and teaching are one response to
such cohorts. The study details student use and evaluation of online research tasks where students act
as participant-researchers and expert-reviewers. Study heuristics indicate how personalised
applications of research that draw on socio-cultural technology preferences and voluntary completion
by undergraduate and postgraduate learners, elicit heightened participation and deep learning, and
personal, professional and academic learning development, to aid in the achievement of unit learning
outcomes.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education |
| Publisher | National Committee for Enabling Educators (NCEE) |
| Pages | 368-378 |
| Number of pages | 11 |
| ISBN (Print) | 1876346639 |
| Publication status | Published - 2011 |
| Event | International Australasian Conference on Enabling Access to Higher Education (1st : 2011) - Adelaide Duration: 5 Dec 2011 → 7 Dec 2011 |
Conference
| Conference | International Australasian Conference on Enabling Access to Higher Education (1st : 2011) |
|---|---|
| City | Adelaide |
| Period | 5/12/11 → 7/12/11 |