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

Carol Russell; Janne Malfroy; Maree Gosper; Jo McKenzie

doi:10.14742/ajet.629

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 journal › Article › peer-review

23 Citations (Scopus)

21 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 language	English
Pages (from-to)	1-15
Number of pages	15
Journal	Australasian Journal of Educational Technology
Volume	30
Issue number	1
DOIs	https://doi.org/10.14742/ajet.629
Publication status	Published - 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.

Access to Document

10.14742/ajet.629

Publisher version (open access)Final published version, 1.89 MB

Cite this

@article{831f07de4a5d498091b505d224dfdd58,

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

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.",

author = "Carol Russell and Janne Malfroy and Maree Gosper and Jo McKenzie",

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.",

year = "2014",

doi = "10.14742/ajet.629",

language = "English",

volume = "30",

pages = "1--15",

journal = "Australasian Journal of Educational Technology",

issn = "1449-5554",

publisher = "A S C I L I T E",

number = "1",

}

TY - JOUR

T1 - Using research to inform learning technology practice and policy

T2 - A qualitative analysis of student perspectives

AU - Russell, Carol

AU - Malfroy, Janne

AU - Gosper, Maree

AU - McKenzie, Jo

N1 - 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.

PY - 2014

Y1 - 2014

N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/84897391043

U2 - 10.14742/ajet.629

DO - 10.14742/ajet.629

M3 - Article

AN - SCOPUS:84897391043

SN - 1449-5554

VL - 30

SP - 1

EP - 15

JO - Australasian Journal of Educational Technology

JF - Australasian Journal of Educational Technology

IS - 1

ER -

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

Abstract

Bibliographical note

Access to Document

Other files and links

Fingerprint

Cite this