Students' interpretations of learning tasks: Implications for educational design

ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education

Volumn , Issue , 2007, Pages 339-346

  Goodyear, Peter ^a   Ellis, Robert ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

Educational design; Learning through discussion; Online learning

Indexed keywords

BLENDED LEARNING; EDUCATIONAL TECHNOLOGY; INTELLECTUAL RESOURCES; LEARNING ENVIRONMENTS; LEARNING TASKS; LEARNING THROUGH DISCUSSION; ONLINE LEARNING;

COMPUTER AIDED INSTRUCTION; CURRICULA; DESIGN; EDUCATION COMPUTING; STUDENTS;

LEARNING SYSTEMS;

EID: 65649153902     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (34)

1. Augé, M. (1995). Non-places: introduction to an anthropology of supermodernity. London: Verso.
2. Bayne, S. (2006). Temptation, trash and trust: the authorship and authority of digital texts. E-learning, 3(1), 16-26.
3. Becher, T., & Trowler, P. (2001). Academic tribes and territories (2nd ed.). Buckingham: SRHE/Open University Press.
4. Biggs, J. (2003). Teaching for quality learning at university: what the student does (2nd ed.). Buckingham: Open University Press.
5. Bliss, J., Saljo, R., & Light, P. (Eds.). (1999). Learning sites: social and technological resources for learning. Oxford: Elsevier.
6. Brooks, R. (2002). Transitional Friends? Young People's Strategies to Manage and Maintain their Friendships During a Period of Repositioning. Journal of Youth Studies, 5(4), 449-467.
7. Crook, C., & Barrowcliff, D. (2001). Ubiquitous computing on campus: patterns of engagement by university students. International Journal of Human-Computer Interaction, 13(2), 245-258.
8. Crook, C., & Light, P. (2002). Virtualisation and the cultural practice of study. In S. Woolgar (Ed.), Virtual Society?-technology,cyberbole, reality (pp. 153-175). Oxford: Oxford University Press.
9. Cunningham, D. (1992). In defense of extremism. In T. Duffy & D. Jonassen (Eds.), Constructivism and the technology of instruction (pp. 157-160). Hillsdale New Jersey: Lawrence Erlbaum Associates.
10. Ellis, R., Goodyear, P., Prosser, M., & O'Hara, A. (2006). How and what university students learn through online and face-to-face discussions: conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22, 244-256.
11. Ellis, R., Goodyear, P., O'Hara, A., & Prosser, M. (2007). The university student experience of face-to-face and online discussions: coherence, reflection and meaning. ALT-J, Research in Learning Technology,15(1), 83-97.
12. Ellis, R., Goodyear, P., Prosser, M., & Calvo, R. (in press a). Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts. Learning and Instruction.
13. Ellis, R., Goodyear, P., Brillant, M., & Prosser, M. (in press b). Student experiences of problem-based learning in pharmacy: conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities. Advances in Health Sciences Education.
14. Engestrom, Y. (1999). Situated learning at the threshold of the new millenium. In J. Bliss, R. Saljo & P. Light (Eds.), Learning sites: Social and technological resources for learning (pp. 249-257). Oxford: Elsevier
15. Fallows, S., & Bhanot, R. (Eds.). (2005). Quality issues in ICT-based higher education. London: Routledge.
16. Goodyear, P. (1997). The ergonomics of learning environments: learner-managed learning and new technology. In Creacion de materiales para la innovacion educativa con nuevas tecnologias (pp.7-17). Malaga: Instituto de Ciencias de la Educacion, Universidad de Malaga.
17. Goodyear, P. (2000). Environments for lifelong learning: ergonomics, architecture and educational design. In J. M. Spector & T. Anderson (Eds.), Integrated and Holistic Perspectives on Learning, Instruction & Technology: Understanding Complexity (pp. 1-18). Dordrecht: Kluwer Academic Publishers.
18. Goodyear, P. (2005). Educational design and networked learning: patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82-101.
19. Goodyear, P. (in press). Flexible learning and the architecture of learning places. In M. Spector, D. Merrill, J. van Merrienboer & M. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology(3rd ed., pp. 251-257).
20. Jamieson, P., Fisher, K., Gilding, T., Taylor, P., & Trevitt, A. (2000). Place and space in the design of new learning environments. Higher Education Research & Development, 19(2), 221-236.
21. Jones, C. (1999). From the sage on the stage to what exactly? Association for Learning Technology Journal, 7(2), 27-36.
22. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
23. Mann, S. (2001). Alternative Perspectives on the Student Experience: alienation and engagement. Studies in Higher Education, 26(1), 7-19.
24. Marcuse, H. (1941/1986). Reason and Revolution: Hegel and the Rise of Social Theory. London: Routledge.
25. Markauskaite, L., Goodyear, P., & Reimann, P. (Eds.). (2006). Who's learning? Whose technology? Proceedings of the 23rd ascilite conference. Sydney: Sydney University Press.
26. Marton, F., & Saljo, R. (1976). On qualitative differences in learning I: outcome and process. British Journal of Educational Psychology, 46, 4-11.
27. Oldenburg, R. (1999). The great good place: cafes, coffee shops, bookstores, bars, hair salons, and other hangouts at the heart of a community (3rd ed.): Marlowe.
28. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
29. Shuell, T. (1992). Designing instructional computing systems for meaningful learning. In M. Jones & P. Winne (Eds.), Adaptive Learning Environments. New York: Springer Verlag.
30. Singleton, J. (Ed.). (1998). Learning in likely places: varieties of apprenticeship in Japan. Cambridge: Cambridge University Press.
31. Strathern, M. (Ed.). (2000). Audit cultures: anthropological studies in accountability, ethics and the academy. London: Routledge.
32. Suchman, L. (1987). Plans and situated actions: the problem of human-machine communication. Cambridge: Cambridge University Press.
33. Suchman, L. (2007). Human-machine reconfigurations: plans and situated actions (2nd ed.). Cambridge: Cambridge University Press.
34. Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge: Cambridge University Press.