Evolving paradigms : methods of delivery and teaching philosophies for a digital age

Charlesworth, Zarina M. (Haute école de gestion Arc, HES-SO // Haute Ecole Spécialisée de Suisse Occidentale) ; Sarrasin, Natalie B. (University of Applied Sciences and Arts Western Switzerland (HES-SO Valais-Wallis)) ; Murphy, Hilary, C. (Ecole hôtelière de Lausanne, HES-SO // University of Applied Sciences Western Switzerland)

Education and the way it is delivered is undergoing profound change. The advent of digital technologies and their increasingly ubiquitous nature has not only educators, but students and administrators alike, on the shifting sands of paradigms in transition. In addition to this, there is a certain amount of conjecture about what is actually happening on the ground. This paper presents research that originates in the practice of sixteen digital technology "champions", all lecturers in the higher education management classroom. The main objective of the research was to explore the impact of technology on teaching practice. Qualitative inquiry, through the use of semi-structured interviews (n=16), provided the methodology for the study. The findings presented in this paper identify issues of major importance to the participants and relate them to the learner-centred paradigm of education. Directions for future paradigm change are discussed and suggestions made for the successful adoption of technology-enhanced learning within this framework.


Type de conférence:
full paper
Ecole:
HES-SO Valais-Wallis Ecole hôtelière de Lausanne HEIG-VD HEG-Arc
Institut:
Institut Interdisciplinaire du Développement de l’Entreprise
Classification:
Économie/gestion
Adresse bibliogr.:
Porto, Portugal, 23-25 November 2016
Date:
Porto, Portugal
23-25 November 2016
2016
Pagination:
10 p.
Titre du document hôte:
Proceedings of the 2016 EAPRIL (European Association for Practitioner Research on Improving Learning) conference
ISSN:
2406-4653
Le document apparaît dans:

Note  Le statut de ce document est: non diffusé




 Notice créée le 2017-05-05, modifiée le 2017-05-22

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