Student 'voices' and course development: reading the signs on a distance course in educational technology
Whether in face-to-face or distance mode, courses result not-simply from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of...
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| Format: | Article |
| Language: | English |
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Association for Learning Technology
2001-12-01
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| Series: | Research in Learning Technology |
| Online Access: | http://www.researchinlearningtechnology.net/index.php/rlt/article/view/12017 |
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Article |
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doaj-afd763746fdf4039a8695661fcd394102020-11-25T00:33:06ZengAssociation for Learning Technology Research in Learning Technology2156-70692156-70772001-12-019110.3402/rlt.v9i1.12017Student 'voices' and course development: reading the signs on a distance course in educational technologyDiane SlaoutiWhether in face-to-face or distance mode, courses result not-simply from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of [those courses]'. This synergy suggests that learners have a pivotal role to play not only in revealing the short-term effectiveness of instructional design and teaching strategies but also in contributing to their long-term development. This is not disputed, as reflected in the place that formal evaluation tools have on most courses.http://www.researchinlearningtechnology.net/index.php/rlt/article/view/12017 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Diane Slaouti |
| spellingShingle |
Diane Slaouti Student 'voices' and course development: reading the signs on a distance course in educational technology Research in Learning Technology |
| author_facet |
Diane Slaouti |
| author_sort |
Diane Slaouti |
| title |
Student 'voices' and course development: reading the signs on a distance course in educational technology |
| title_short |
Student 'voices' and course development: reading the signs on a distance course in educational technology |
| title_full |
Student 'voices' and course development: reading the signs on a distance course in educational technology |
| title_fullStr |
Student 'voices' and course development: reading the signs on a distance course in educational technology |
| title_full_unstemmed |
Student 'voices' and course development: reading the signs on a distance course in educational technology |
| title_sort |
student 'voices' and course development: reading the signs on a distance course in educational technology |
| publisher |
Association for Learning Technology |
| series |
Research in Learning Technology |
| issn |
2156-7069 2156-7077 |
| publishDate |
2001-12-01 |
| description |
Whether in face-to-face or distance mode, courses result not-simply from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of [those courses]'. This synergy suggests that learners have a pivotal role to play not only in revealing the short-term effectiveness of instructional design and teaching strategies but also in contributing to their long-term development. This is not disputed, as reflected in the place that formal evaluation tools have on most courses. |
| url |
http://www.researchinlearningtechnology.net/index.php/rlt/article/view/12017 |
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