Technology-Supported Active Learning in a Flexible Teaching Space
Bibliographic Data
| ID | 22045946 |
|---|---|
| Authors | Jirarat Sitthiworachart (0000-0002-5750-6702, King Mongkut's Institute of Technology Ladkrabang), Mike Joy (0000-0001-9826-5928, University of Warwick, corresponding author), Emma King (0000-0003-3611-9647, Coventry (United Kingdom)), Jane Sinclair (0000-0002-2260-6594, University of Warwick), Jonathan Foss (0000-0003-4106-5583, University of Warwick) |
| Year | 2022 |
| Volume | 12 |
| Issue | 9 |
| Pages | 634 |
| Publication date | 2022-09-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12090634 |
| OpenAlex | W4296526929 |
| Language | EN |
| Citations received | 4 |
| References cited | 27 |
Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy
Educational technology · Grid · Knowledge management · Mathematics education · Openness to experience · Pedagogy · Political science · Professional development · Teaching and learning center · Teaching method · Technology integration · Computer Science · Engineering · Experimental Learning in Engineering · Innovative Teaching Methods · Online and Blended Learning · Psychology
Preparing educators for the digital age
The Challenge of an Interactive Audiovisual-Supported Lesson Plan
School-Based Digital Innovation Challenges and Way Forward Conversations about Digital Transformation in Education
Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education
How is the use of technology in education evaluated? A systematic review
Design and implementation factors in blended synchronous learning environments
It's not about seat time
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance
Personalising learning
Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment
Robot-Assisted Language Learning
Student-created video
Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms
Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |