Use technology to facilitate active participation rather than replace face-to-face learning, potentially creating greater synchronicity between modes¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends deploying online technologies within experiential pedagogy as a means of enabling student activity, not as a substitute for campus learning. Citing Holmes et al. (2015), it states "technology is used as a means to facilitate student's active participation in their learning rather than as a replacement for face-to-face learning", "potentially creating greater synchronicity between the learning experiences of online students and campus-based students". The ALF on Moodle operationalises this by giving face-to-face and online students the same structured pre-, in- and post-workshop activities.

Design Implications¶

Context¶

Requirements¶

• An LMS (Moodle at this university) providing shared access to materials, activities and assessment tools for both modes

Constraints¶

• The synchronicity effect is stated as potential only; the model had not yet been evaluated at time of writing, and the authors note anecdotal positive and negative impacts for teachers and students

Target Learners¶

• online and campus-based undergraduate students in the same program

Target Learning Goals¶

• equivalent active learning experiences across delivery modes
• ongoing critical thinking and engagement outside the classroom

Related Strategies¶

• Collaborative Learning Space Design
• Deploy spaced-repetition vocabulary practice as a low-burden daily supplement of a few minutes without changing existing pedagogy
• Use technology-mediated learning to shift the trainer's role from knowledge provider to facilitator and foster reflection

Examples¶

-

Key Sources¶

• Patil, T., Hunt, M., Cooper, K., & Townsend, R. (2020). Developing a case-based experiential learning model at a program level in a regional university: Reflections on the developmental process. Australian Journal of Adult Learning, 60(2). https://eric.ed.gov/?id=EJ1267932