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Active Learning in Higher Education
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Using technology to direct learning in higher education

The way forward?

C.S.M. Turney

University of Exeter, UK, c.s.m.turney{at}exeter.ac.uk

D. Robinson

Queen's University, Belfast, UK, david.robinson{at}qub.ac.uk

M. Lee

Queen's University, Belfast, UK, m.lee{at}qub.ac.uk

A. Soutar

Queen's University, Belfast, UK, a.soutar{at}qub.ac.uk

Improvements in technology appear to provide an unprecedented opportunity to improve learning and teaching within the higher education system. At present, however, opinions are divided over the efficacy of such an approach and the extent to which technology should be embraced in teaching. Over a period of two years, we have developed a new `blended' module where all learning resources are provided online and formal teaching sessions are used to provide the directed learning needed by students. This article explores the effectiveness of using technology to direct learning and identifies generic problems. Using measures of student performance, we demonstrate that technology in higher education can significantly improve student learning when fully aligned to the teaching aims and fully embedded within a module. The ability of students to use technology to repeatedly return to resources was a clear benefit, allowing students to take responsibility for their own study at a pace appropriate for the learner.

Key Words: directed learning • e-learning • instant feedback • online resources • strategic learning • teaching sessions • virtual fieldtrips

Active Learning in Higher Education, Vol. 10, No. 1, 71-83 (2009)
DOI: 10.1177/1469787408100196
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