| 6415 |
Creator |
555214727c0c79dddb60dc84e7c0bc03 |
| 6415 |
Creator |
ext-8a9abc7b3dfbe3cf37022c9bc0146150 |
| 6415 |
Date |
2001-09 |
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Is Part Of |
repository |
| 6415 |
Is Part Of |
p02664909 |
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abstract |
The aim of this paper is to explore the use of assessment as a tool for structuring
students' experiences within a networked learning environment. It is suggested that
this investigation may have a wider bearing on issues raised by the idea of aligning
teaching approach with the students' approach to learning. The methods used are broadly
phenomenographic and the use of this approach is proposed for the evaluation of networked
learning in higher education. We draw on the initial phase of a two-year JISC sponsored
study being undertaken by the Centre for Studies in Advanced Learning Technology (CSALT)
at Lancaster University: http://csalt.lancs.ac.uk/jisc/ . We explain why phenomenography
was chosen as the preferred methodological approach and how this approach is appropriate
for evaluation. An emphasis is placed upon the evaluative aspects of phenomenography
and its emphasis on varieties of experience and the relationship between approaches
adopted to learning and the outcomes of learning. The example drawn from the research
examines student approaches in relation to the declared intentions of the course designers. |
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authorList |
authors |
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issue |
3 |
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status |
peerReviewed |
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volume |
17 |
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type |
AcademicArticle |
| 6415 |
type |
Article |
| 6415 |
label |
Jones, C. and Asensio, M. (2001). Experiences of assessment: using phenomenography
for evaluation. Journal of Computer Assisted Learning, 17(3) pp. 314–321. |
| 6415 |
label |
Jones, C. and Asensio, M. (2001). Experiences of assessment: using phenomenography
for evaluation. Journal of Computer Assisted Learning, 17(3) pp. 314–321. |
| 6415 |
Title |
Experiences of assessment: using phenomenography for evaluation |
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in dataset |
oro |