Using the Phoebe pedagogic planner to enhance student learning and engagement in undergraduate psychology courses

Hager, J. Mark and Basiel, Anthony and Howarth, Mike and Zoubir, Tarek (2013) Using the Phoebe pedagogic planner to enhance student learning and engagement in undergraduate psychology courses. In: Increasing student engagement and retention using classroom technologies: classroom response systems and mediated discourse technologies. Wankel, Charles and Blessinger, Patrick, eds. Cutting-Edge Technologies in Higher Education (6E). Emerald Group Publishing Limited, pp. 47-79. ISBN 9781781905111

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Abstract

This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the [quality] of the educational experience that affects learning” (Seltz, 2010, p.1). Faculty applied guidance from Phoebe to evaluate various interactive media options for undergraduate psychology courses to enhance student learning and engagement. The authors discuss the application of instructional technology in Introduction to Psychology, Cross-cultural Psychology, and Human Motivation and Emotion courses. These projects were prompted by earlier work (Hager & Clemmons, 2010) that explored collaboration to promote integration of technology in traditional courses. The new technologies include discussion forums; online simulations, cases and assessments; text-to-poll; and the Moodle learning management system (LMS). Current theories of e-learning are applied to analyze and critique these projects, concluding with recommendations for future research, practice, and faculty development to incorporate learning technologies. The authors demonstrate how learner-centered collaboration among faculty, researchers, and administrators can shape and improve student engagement and develop institutional cultures of e-learning.

Item Type: Book Section
Research Areas: A. > School of Health and Education
Item ID: 10329
Useful Links:
Depositing User: Tarek Zoubir
Date Deposited: 10 Apr 2013 10:48
Last Modified: 26 Jul 2018 09:32
URI: http://eprints.mdx.ac.uk/id/eprint/10329

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