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

Carol Russell*, Janne Malfroy, Maree Gosper, Jo McKenzie

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    19 Citations (Scopus)
    12 Downloads (Pure)

    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 academicled 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.

    Original languageEnglish
    Pages (from-to)1-15
    Number of pages15
    JournalAustralasian journal of educational technology
    Volume30
    Issue number1
    DOIs
    Publication statusPublished - 2014

    Bibliographical note

    Copyright in individual articles contained in Australasian Journal of Educational Technology is vested in each of the authors in respect of his or her contributions. Copyright in AJET is vested in ASET (1985-86), AJET Publications (1987-1996), and ASCILITE and ASET (from 1997). Version archived for private and non-commercial use with the permission of the author and according to publisher conditions. For further rights please contact the publisher.

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