Who’s doing all the work? Using a technology-enhanced learning resource to develop student autonomy

Scott, C. (2012) Who’s doing all the work? Using a technology-enhanced learning resource to develop student autonomy. Teacher Education Advancement Network Journal (TEAN), 4 (3). pp. 35-48.

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This paper explores the efficacy of a technology-enhanced learning resource designed by tutors to develop their students’ understanding about academic writing and their confidence in working independently. Two senior university tutors and a learning technology advisor collaborated to produce a series of screen-capture artefacts in which extracts of academic submissions were presented together with voiceovers by the tutors identifying, discussing and analysing features of academic level 6 writing. A self-assessment exercise was also devised that enabled students to apply what tutors had modelled for them and evaluate their own understanding of what constitutes successful academic writing. As the resource was disseminated through the University’s VLE, students were able to engage with it easily and regularly and at a time and in a place that suited them. It was hoped that students’ engagement with this resource would encourage them to work more independently and thereby alleviate some of the time-costly demands on tutors of students requesting one: one clarification and reassurance. Student feedback indicated overwhelmingly that the resource enhanced their understanding and confidence and comprised a user-friendly tool that facilitated working autonomously, with some students requesting additional, similar resources. Dissemination of this model within and across faculties has resulted in other tutors using this approach to support the development of student understanding and autonomy across a range of academic areas.

Item Type: Article
Journal / Publication Title: Teacher Education Advancement Network Journal (TEAN)
Publisher: Unipress
ISSN: 2054-5266
Depositing User: Linda Shore
Date Deposited: 06 Nov 2012 14:43
Last Modified: 12 Jan 2024 11:02
URI: https://insight.cumbria.ac.uk/id/eprint/1411


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