Embracing discomfort in active learning and technology-rich higher education settings
Sensemaking through reflexive inquiry
Bibliographic Data
| ID | 21618445 |
|---|---|
| Authors | Katherine F Mclay (0000-0002-7111-5396, The University of Queensland, corresponding author), Lauren Thomasse (0000-0001-7722-7893, The University of Queensland), Reye (0000-0002-1539-1839, University of Nottingham) |
| Year | 2023 |
| Volume | 71 |
| Issue | 3 |
| Pages | 1161-1177 |
| Publication date | 2023-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Technology Research and Development (JOURNAL) |
| Journal identifiers | ISSN: 1042-1629 • E-ISSN: 1556-6501 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11423-023-10192-6 |
| OpenAlex | W4317941196 |
| Language | EN |
| Citations received | 6 |
| References cited | 47 |
Preparing students for professional life in a Volatile, Uncertain, Complex and Ambiguous twenty-first century world has seen tertiary institutions eschew the traditional ‘lecture-tutorial’ model in favour of active learning approaches. However, implementing these approaches is not unproblematic. This paper explores how we navigated the tensions of cultivating twenty-first century skills in our students—first-year preservice teachers—through a purposely designed approach to active learning in an educational technology course. We illustrate how deploying Bakhtinian precepts through reflexive inquiry supported sensemaking of discomfort, leveraging this sensemaking to reinvigorate practice
Educational technology · Higher education · Instructional design · Knowledge management · Mathematics education · Pedagogy · Political science · Reflexivity · Sensemaking · Social science · Sociology · Teaching method · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Reflective Practices in Education
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| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |