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Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices

Journal Article


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Abstract


  • The need to improve the quality of higher education has fostered an interest in technology tools to support effective design for teaching and learning. Over the past decade this interest has led to the development of tools to support the creation of online learning experiences, specifications to underpin design systems, and repositories to share examples. Despite this significant activity, there remain unanswered questions about what shapes university teachers' design decisions and how tools can best support their design processes. This paper presents findings from a study of university teachers'; design practices that identified teachers' perceptions of student characteristics, their own beliefs and experiences, and contextual factors as key influences on design decisions. The findings extend our understanding of activities fundamental to higher education teaching and inform thinking about design support tools.

Publication Date


  • 2015

Citation


  • Bennett, S., Agostinho, S. & Lockyer, L. (2015). Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices. Computers and Education, 81 211-220.

Scopus Eid


  • 2-s2.0-84909607941

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2244&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1245

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 211

End Page


  • 220

Volume


  • 81

Place Of Publication


  • United Kingdom

Abstract


  • The need to improve the quality of higher education has fostered an interest in technology tools to support effective design for teaching and learning. Over the past decade this interest has led to the development of tools to support the creation of online learning experiences, specifications to underpin design systems, and repositories to share examples. Despite this significant activity, there remain unanswered questions about what shapes university teachers' design decisions and how tools can best support their design processes. This paper presents findings from a study of university teachers'; design practices that identified teachers' perceptions of student characteristics, their own beliefs and experiences, and contextual factors as key influences on design decisions. The findings extend our understanding of activities fundamental to higher education teaching and inform thinking about design support tools.

Publication Date


  • 2015

Citation


  • Bennett, S., Agostinho, S. & Lockyer, L. (2015). Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices. Computers and Education, 81 211-220.

Scopus Eid


  • 2-s2.0-84909607941

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2244&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1245

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 211

End Page


  • 220

Volume


  • 81

Place Of Publication


  • United Kingdom