Peter Goodyear and R.A.Ellis (2008)
University students’ approaches to learning:
rethinking the place of technology
Distance Education, 29, 2, 141-152
Uses the term holistic – but
only in the Abstract – The article has implications for thinking about the design
and management of learning environments in more holistic or ecological ways.
Refers to digital natives in
the sense that an interpretation
of Prensky’s articles means that some expect them to arrive in HE with a set of
established technological competencies that they will readily apply.
Students want to know the
value of a technology JISC (2007)
P141
‘blended learning makes
little or no sense to students. It
refers to a learning context ( arrangements for learning) rather than learning
itself’
p142
research approach ‘an
interest in comparison and replacement rather than by analysis and integration’ the drive to compare is ‘intellectual
simplification’
what is foregrounded?
Some research may ‘ignore
the work that students and others have to do to make the intervention what it
is’ KRO e.g. group work
P143 ‘judgements are made
about the success of education innovations without any serious attempt to
unravel the factors shaping the outcome’
Draws a distinction between
affected by rather than determined by – an interesting idea in the context of
SEM modelling
P144
‘what to measure is open to
judgement and contestation’
despite research approaches
such as the open ended survey questions, ethnography, the possibility for
students to tell us sufficient about their experience remains limited
‘many management choices in
educational evaluation are constrained by logistics, engrained practices, and
lack of technical sophistication’
p145 quoting Selwyn 2007 ‘students
need to be able to perceive gains from engaging with technology , KRO and group
work
p147
‘students make a situated
interpretation of the broader requirements of the study situation’ and this has
implications for the outcome of their learning’. Students interpretation of the task and the activities
required to achieve the task are crucial
p149
‘their activity is a
compromise between what they value for themselves and what they perceive to be
the demands of the HE system in which they are working’
p149
‘taking a seriously
student-centred approach means acknowledging the complexity of the work that
gets done’
