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dc.contributor.authorHämäläinen, Raija
dc.contributor.authorKiili, Carita
dc.contributor.authorSmith, Blaine E.
dc.date.accessioned2017-12-13T07:51:48Z
dc.date.available2018-12-05T22:35:33Z
dc.date.issued2017
dc.identifier.citationHämäläinen, R., Kiili, C., & Smith, B. E. (2017). Orchestrating 21st century learning in higher education : A perspective on student voice. <i>British Journal of Educational Technology</i>, <i>48</i>(5), 1106-1118. <a href="https://doi.org/10.1111/bjet.12533" target="_blank">https://doi.org/10.1111/bjet.12533</a>
dc.identifier.otherCONVID_26374764
dc.identifier.otherTUTKAID_72045
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/56289
dc.description.abstractFor universities to meet the 21st-century learning needs of today's students, it is important they allow students to take an active role in developing pedagogy and sharing their perspective. This paper introduces design-based research aiming to develop a pedagogic approach to support technology-enhanced learning practices at the university level with the focus on teacher orchestration of learning activities and student voice. Drawing from the perspectives of teachers and students who participated in a course focused on learning and 21st-century competencies, four main elements indicating student voice and technology-enhanced pedagogy are presented: increased interaction among university communities, teacher orchestration, technology and collaborative learning. Enabling and hindering factors related to student voice are presented for each element.
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing Ltd.; British Educational Research Association
dc.relation.ispartofseriesBritish Journal of Educational Technology
dc.subject.otherleaning
dc.subject.otherhigher education
dc.subject.other21st century
dc.titleOrchestrating 21st century learning in higher education : A perspective on student voice
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201712124620
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-12-12T07:15:11Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1106-1118
dc.relation.issn0007-1013
dc.relation.numberinseries5
dc.relation.volume48
dc.type.versionacceptedVersion
dc.rights.copyright© 2016 British Educational Research Association. This is a final draft version of an article whose final and definitive form has been published by Wiley. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopetusteknologia
dc.subject.ysokorkea-asteen koulutus
dc.subject.ysoopiskelijat
dc.subject.ysopedagogiikka
dc.subject.ysokehittäminen
jyx.subject.urihttp://www.yso.fi/onto/yso/p4418
jyx.subject.urihttp://www.yso.fi/onto/yso/p3390
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p4230
dc.relation.doi10.1111/bjet.12533
dc.type.okmA1


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