Redesigning course delivery and instructional methods for the inclusion of web 2.0: : lessons from the trenches

Charlesworth, Zarina (Haute école de gestion Arc, HES-SO // Haute Ecole Spécialisée de Suisse Occidentale) ; Sarrasin, Natalie (University of Applied Sciences and Arts Western Switzerland (HES-SO Valais-Wallis)) ; Loubier, Jean-Christophe (University of Applied Sciences and Arts Western Switzerland (HES-SO Valais-Wallis))

This paper presents the findings from the early sta ges of a mixed-methods, multi-phase research project which examines the integration of Web 2.0 tools in the higher education classroom to increase student information seeking, collaborat ion, and self-regulation. Exploratory research using in-depth semi-structured faculty (n=5) interv iews and student (n=17) focus groups suggested that both faculty and students alike are looking fo r alternative methods of course delivery more in line with the connected world that we are living in . These findings informed the redesign of an undergraduate marketing course trialled throughout one full semester. In order to collect data on the student (n=85) perceptions a French version of the PPI-IvT (Lee & Tsai, 2011) questionnaire was used. The results rather surprisingly suggest that students are not as ready for change as they might purport to be. The paper closes with suggestions fo r educators who might want to head down this path.

Type de conférence:
full paper
Economie et Services
HEG Arc - Haute école de gestion Arc
HEIG-VD Haute Ecole d’Ingénierie et de Gestion du Canton de Vaud
HEG VS HES-SO Valais-Wallis - Haute Ecole de Gestion & Tourisme
Institut Informatique de gestion
Institut du Management et des Systèmes d'Information
Institut Interdisciplinaire du Développement de l’Entreprise
Adresse bibliogr.:
Montreal, Canada, 22-24 June 2015
Montreal, Canada
22-24 June 2015
pp. 1024-1030
Titre du document hôte:
Proceedings of Association for the Advancement of Computing in Education (AACE), EdMedia World Conference on Educational Media and Technology 2015
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 Notice créée le 2015-10-16, modifiée le 2018-02-15

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