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

Challis, Di, Holt, Dale and Rice, Mary 2005, Staff perceptions of the role of technology in experiential learning: a case study from an Australian university, Australasian Journal of Educational Technology, vol. 21, no. 1, pp. 19-39.

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Title Staff perceptions of the role of technology in experiential learning: a case study from an Australian university
Author(s) Challis, Di
Holt, Dale
Rice, Mary
Journal name Australasian Journal of Educational Technology
Volume number 21
Issue number 1
Start page 19
End page 39
Publisher ASCILITE and ASET
Place of publication Como, W.A
Publication date 2005
ISSN 1449-3098
Summary 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.
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003477

Document type: Journal Article
Collections: Learning Services
Higher Education Research Group
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