Staff perceptions of the role of technology in experiential learning: A case study from an Australian university

Authors

  • Di Challis Deakin University
  • Dale Holt Deakin University
  • Mary Rice Deakin University

DOI:

https://doi.org/10.14742/ajet.1341

Abstract

This paper reports on a cross-disciplinary comparative study that examines the interplay between information and communications technologies (ICT) and experiential learning, in the context of seven fields of professional practice in undergraduate education. Our central claim is that academic teachers' framing of the meaning and nature of experiential learning shapes the actual and possible uses of ICT, in supporting the development of professional expertise in academic and workplace learning environments. Implicit in teaching conceptions and practices is an underlying view of the changing nature and conduct of the professions, and the requirements for effective entry level practice in relevant professional fields. The paper explores key indicators of ICT development and usage in supporting the creation of meaningful professional learning, and the design of integrated, coherent, professional learning environments.

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Author Biographies

Di Challis, Deakin University

Teaching and Learning Support Unit, Learning Services
Deakin University

Dale Holt, Deakin University

Teaching and Learning Support Unit, Learning Services
Deakin University

Mary Rice, Deakin University

Teaching and Learning Support Unit, Learning Services
Deakin University

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Published

2005-03-24

How to Cite

Challis, D., Holt, D., & Rice, M. (2005). Staff perceptions of the role of technology in experiential learning: A case study from an Australian university. Australasian Journal of Educational Technology, 21(1). https://doi.org/10.14742/ajet.1341

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