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

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

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.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

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
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

Most read articles by the same author(s)