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Wolverhampton Intellectual Repository and E-Theses > E-Theses > E-Theses > Engaging the networked learner: theoretical and practical issues

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/106818
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Title: Engaging the networked learner: theoretical and practical issues
Authors: Dale, Crispin
Advisors: Lane, Andrew M.
Publisher: University of Wolverhampton
Issue Date: 2010
URI: http://hdl.handle.net/2436/106818
Abstract: The nature of learning and teaching in higher education has changed significantly in recent years. The emergence of social media and technologies has had a profound impact upon learner engagement and tutors have had to adapt their learning and teaching strategies accordingly. The thesis discusses the author’s published body of research and presents a pedagogical framework for engaging the networked learner. The framework is based upon three perspectives that have emerged from the author’s research. Firstly, different learning paradigms should be acknowledged when developing pedagogical approaches to using learning technologies. Secondly, the thesis discusses how the author’s research on learning technologies, including VLEs and iPod technologies, should embrace networked communities and learner empowerment. Thirdly, the research on learning approaches is discussed which acknowledges different learning behaviours and the adoption of differentiated methods in learning and teaching. Whilst discussing the evolving nature of the learning environment, the pedagogical framework draws together each of the aforementioned perspectives. The framework raises a number of factors for engaging the networked learner. A set of practical guidelines based around institutional, tutor and learner perspectives are discussed and underpin the application of the framework. The thesis concludes with theoretical observations on learning and learning theory and presents limitations and areas for further research.
Type: Thesis or dissertation
Language: en
Description: A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy (by published works)
Keywords: Learning
Pedagogy
Networked learner
Learning approaches
Learning technology
Appears in Collections: E-Theses

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