About this paper

Appears in:
Pages: 6527-6532
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2484

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

TECHNOLOGY-MEDIATED ACTIVE LEARNING: CONCEPT, PERSPECTIVES AND CHALLENGES

D. Pappa, C. Makropoulos, V. Pitsilis

NCSR Demokritos (GREECE)
The proposed paper discusses the implementation of technology-mediated active learning in the context of higher education. Active learning, described as learning through the active participation of students, has received considerable attention in recent decades. The term broadly describes a student centered approach, in which the responsibility for learning is placed upon the student, often working in collaboration with their peers (group assignments, discussions, think pairs, etc). The pedagogical merits of active learning for universities have long been acknowledged, as well as its challenges (e.g. in Johnson, et al., 1998;Bonwell & Eison, 1991; Prince, 2004). Active learning can increase student achievement and create positive relationships among students. Nonetheless, for many educators there remain questions about what active learning is and how it can be effectively implemented. Technology can further enhance the advantages of active learning, providing significant improvements with regards to the structure and nature of teacher-student, student-student and teacher-teacher collaboration within and between universities and enable a variety of formal and informal learning settings, designed to create a variety of cognitive, social, and behavioural impacts on students.

In the present work we identify and discuss the important dimensions of technology-mediated active learning from the perspective of the involved stakeholders.

References:
[1] Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
[2] Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Interaction Book Company, 7208 Cornelia Drive, Edina, MN 55435.
[3] Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
@InProceedings{PAPPA2017TEC,
author = {Pappa, D. and Makropoulos, C. and Pitsilis, V.},
title = {TECHNOLOGY-MEDIATED ACTIVE LEARNING: CONCEPT, PERSPECTIVES AND CHALLENGES},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2484},
url = {http://dx.doi.org/10.21125/edulearn.2017.2484},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {6527-6532}}
TY - CONF
AU - D. Pappa AU - C. Makropoulos AU - V. Pitsilis
TI - TECHNOLOGY-MEDIATED ACTIVE LEARNING: CONCEPT, PERSPECTIVES AND CHALLENGES
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2484
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 6527
EP - 6532
ER -
D. Pappa, C. Makropoulos, V. Pitsilis (2017) TECHNOLOGY-MEDIATED ACTIVE LEARNING: CONCEPT, PERSPECTIVES AND CHALLENGES, EDULEARN17 Proceedings, pp. 6527-6532.
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