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dc.contributor.authorShannon, S.
dc.contributor.authorFrancis, R.
dc.contributor.authorTorpey, G.
dc.date.accessioned2019-10-22T15:44:09Z
dc.date.available2019-10-22T15:44:09Z
dc.date.created2017-01-05 00:11
dc.date.issued2012
dc.identifieroai:digital.library.adelaide.edu.au:2440/77175
dc.identifierProceedings of 46th Annual Conference of the Architectural Science Association, ANZAScA, 2012: pp.1-8
dc.identifierhttp://hdl.handle.net/2440/77175
dc.identifier0020125869
dc.identifier20973
dc.identifier.urihttp://hdl.handle.net/20.500.12424/759555
dc.description.abstractThe use of blended learning techniques is beneficial for design and engineering (architectural) students. In the case studies reviewed, a range of feedback and assessment was provided through blended learning, although none was provided solely utilising online elements. In considering the barriers to a more widespread adoption of digital or online feedback in the blended learning studio setting, speculation arose that one of the major limitations may be the reliance upon sessional staff for teaching, including marking and giving feedback. To determine the barriers (if any) to the adoption of blended learning assessment and online feedback by sessional staff we interviewed twenty-two sessional staff members from two adjacent Universities' Architecture and Engineering Schools about their engagement with blended learning and providing online feedback. Sessional staff's conceptions of their role in academia, and their beliefs about learning and teaching determined their practices in the studio and online. They were resource deficient, and unwilling to invest upfront in courses only taught once. Their constant juggling of commitments favoured the paid over the unpaid. We concluded that for universities to promote an effective e-learning strategy a re-conception of the teaching enterprise - from tool-led to staff development-led - is required.
dc.description.abstractSusan J. Shannon, Rebecca L. Francis and Gemma T. Torpey
dc.languageen
dc.language.isoeng
dc.publisherANZAScA
dc.publisherCD
dc.rightsCopyright status unknown
dc.subjectAssessment
dc.subjectonline
dc.subjectsessional staff
dc.subjectadjunct staff
dc.titleBarriers to adoption of blended learning and online feedback and assessment by sessional staff
dc.typeConference paper
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10350203
ge.identifier.permalinkhttps://www.globethics.net/gel/10350203
ge.lastmodificationdate2017-01-05 00:11
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148934
ge.oai.repositoryid489
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://hdl.handle.net/2440/77175
ge.linkhttp://anzasca.net/2012papers/papers/p83.pdf


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