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Linda Allin

Bio: Linda Allin is an academic researcher. The author has contributed to research in topics: Higher education & Blended learning. The author has an hindex of 1, co-authored 1 publications receiving 4 citations.

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01 May 2010
TL;DR: In this article, the authors explored how sport sciences students expect, use, and would like to see, technologies used to enhance their learning whilst at university, including FAQs and discussion boards.
Abstract: There is increasing awareness that technological developments should enhance student learning experience and compliment traditional teaching methodologies (McGugan and Peakcock, 2005). The recently published JISC inquiry into the implications of Web 2.0 technology for higher education (2009), highlighted how learners make effective use of Web 2.0 technology in social contexts. However, at present our knowledge of how university students and staff engage with and use technologies, including Web 2.0 technology, both through the Virtual Learning Environment (VLE) and outside of it is limited. This project aimed to explore how Sport Sciences students expect, use, and would like to see, technologies used to enhance their learning whilst at university. The project adopted a collaborative approach by involving students in development of the study, particularly in assisting with design of data collection tools, participant recruitment and interpretation of findings. The study involved interviewing twenty-one students about their familiarity and use of Web 2.0 technologies. These students also gave ideas for potential technological enhancements within the sport curriculum. This data then formed the basis of a staff and a student questionnaire used to ascertain broader views of technologies as well as the perceived potential of such technologies to enhance student learning. The findings from this wider survey of staff (n = 17) and students (n = 323) informed curricular innovations in teaching and learning that involved introduction of Frequently Asked Questions (FAQs) and discussion boards in the institutional VLE as well as use of Facebook for specific student learning activity. The presentation will include a demonstration of how FAQs and Facebook have been utilised and report on initial staff and student evaluation of how these particular approaches to using technology enhance student learning. Issues associated with the use of these technologies are discussed.

4 citations


Cited by
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Journal ArticleDOI
TL;DR: In this article, the extent to which collaboration occurred between students and lecturers in a Scholarship of Teaching and Learning (SoTL) project designed to explore staff and student use of technology.
Abstract: Collaboration is identified as a key feature of pedagogic action research (see Norton, 2009), which is often a core part of Scholarship of Teaching and Learning (SoTL) methodology. Despite this, there appear to be few articles which explore experiences of collaborative partnerships within SoTL. This paper is a personal reflective essay which critically examines the extent to which ‘collaboration’ occurred in a SoTL project designed to explore staff and student use of technology (Allin, Turnock & Thompson, 2011). I critically reflect on the nature of student involvement throughout the project and question whether true collaboration between staff and students can ever be achieved due to the power relations that exist within the current higher education system (Mann, 2001). Developing effective collaborations between students and lecturers matters for SoTL practice, as such collaborations have the potential to transform teaching and learning in Higher Education, and develop further our understanding of learning (Werder & Otis, 2009).

58 citations

Journal ArticleDOI
TL;DR: The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation.
Abstract: Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p Conclusion. The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation.

36 citations

01 Jan 2013
TL;DR: In this paper, a suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across two semesters for third-year pharmacy students.
Abstract: Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for thirdyear pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p,0.001). Conclusion. The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation.

4 citations

Journal ArticleDOI
Jan Parker1
TL;DR: This paper reviewed keynotes and papers presented at the 2005, 2007 and 2009 EATAW conferences, and subsequent academic and digital literacies research, and considered the current agenda for academic writing teachers.
Abstract: Reviewing keynotes and papers presented at the 2005, 2007 and 2009 EATAW conferences, and subsequent academic and digital literacies research, this paper considers the current agenda for academic writing teachers. It discusses pedagogic issues arising, for instance, from research on genre, multimodality, online communities, and the challenges and resources for the generation of students problematically called the ‘net generation’. Looking at two wings of academic writing research, those focusing on the ‘textual’ and those on processes and contexts, it raises the question of a common agenda for disciplinary writing studies, one exploring the transformatory processes and effects of disciplinary meaning making in ‘the digital university’.

2 citations