Teaching and learning post-compulsory education in the West Midlands: implications for the pedagogy of e-learning materials

Joned, Amran (2009) Teaching and learning post-compulsory education in the West Midlands: implications for the pedagogy of e-learning materials. Doctoral thesis, Birmingham City University.

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Abstract

The impact of Information and Communication Technology (ICT) on the quality of teaching and learning in schools has been the subject of many studies in recent years. Although these objective studies have reported on the classroom effectiveness of ICT use, there have been limited studies of the underpinning pedagogy. In contrast, the use of ICT in post-compulsory education, particularly further education (FE) colleges has not been researched to a significant extent, either in terms of its effectiveness or the underpinning pedagogy. FE is a diverse, under researched sector in the UK and is heavily influenced by economic changes, new technologies, competing interest groups and by government policies, institutions, professionals, tutors and learners. The complexity and diversity of this sector present a serious challenge to fully embed e-learning skills and practices in FE colleges. When the research project was about to start, there had not been a study focusing on e-learning materials in the past. This is an important area which requires investigation because if we understand the pedagogy of e-learning materials and how they can be used effectively, then this will improve learning and provide information to help design better materials.

The aim of this research is to investigate the application of e-learning materials to teaching and learning in post-compulsory education in the West Midlands. The research seeks to explore the implications for the pedagogy of e-learning materials and wishes to determine whether the application of ICT and e-learning materials to teaching and learning has been fully implemented by the selected FE colleges. Methodological triangulation is used for the research, a combination of survey in the form of semi-structured interviews and case studies, which used questionnaires and semi-structured non-participant observations.

The main findings of the research are: the e-learning materials were mainly used as support and supplementary to the traditional teaching and learning methods; the prevalence of e-learning materials used depended largely on the courses and the individual tutors; the most commonly used modes of delivery of e-learning materials were application software, VLE, CDROMs, Intranet, Internet and videos; the e-learning materials were considered to be effective learning tools, enhance learning and help learners with different learning styles. Despite many positive results in most areas of investigation, the researcher finds that the application of ICT and elearning materials to teaching and learning (with a special reference to e-learning skills and practices) has not been fully taken up by tutors and learners in FE colleges.

Item Type: Thesis (Doctoral)
Subjects: X200 Research and Study Skills in Education
X900 Others in Education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Childhood
Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Creativities
Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Higher Education Pedagogies and Practice
Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Practitioner Education and Professional Practice
UoA Collections > PhD Theses Collection
Depositing User: Mr Richard Birley
Date Deposited: 19 Jul 2017 11:31
Last Modified: 19 Jul 2017 11:31
URI: http://www.open-access.bcu.ac.uk/id/eprint/4901

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