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dc.contributor.authorStoltenkamp, Juliet
dc.contributor.authorSiebrits, André
dc.contributor.authorvan de Heyde, Valentino
dc.date.accessioned2018-08-04T08:17:23Z
dc.date.available2018-08-04T08:17:23Z
dc.date.issued2017
dc.identifier.citationStoltenkamp, J. et al. (2017). An exploration of the alignment of learning theories with eTools at the University of the Western Cape (UWC). Archives of Current Research International, 8(1): 1-9, Article no.ACRI.34133en_US
dc.identifier.issn2454-7077
dc.identifier.urihttp://dx.doi.org/10.9734/ACRI/2017/34133
dc.identifier.urihttp://hdl.handle.net/10566/3923
dc.description.abstractThe impact of emerging technologies on authentic learning in higher education remains a core concern in the South African context. Learning Management Systems (LMSs) must include emerging technologies to support innovative teaching and learning practices, given their importance in expanding student access to learning materials, and the facilitation of student development. At the University of the Western Cape (UWC), the Centre for Innovative Education and Communication Technologies (CIECT) has championed the adoption of innovative eLearning practices for over 10 years. This study explores the infusion of learning theories aligned to eTools in service of national higher education imperatives. The authors discuss the value of learning theories in the eLearning field, and deliberate on the development of the main learning theories. The study also discusses the application of learning theories in online environments, and this issue is explored by way of six cases, providing examples of how various learning theories can be aligned to eTools. These were gathered from CIECT’s marketing blog, which constitutes a research repository of practitioner experiences and reflections of the institutional LMS and innovative teaching and learning practices. The aim is to explore and emphasize the importance of grounding emerging eTools use in theory and pedagogy to promote student development, as well as the application of learning theories, specifically when designing learning environments to support traditional teaching and learning practices. The qualitative study is primarily exploratory and descriptive. It also includes a brief discussion of the results of a student questionnaire (179 respondents from across faculties and departments) exploring how and why students use eTools at UWC. This exploration of broader student eTools use will help create the foundation for a followup study to explore the use of learning theories in promoting more focused eTools adoption.en_US
dc.language.isoenen_US
dc.publisherScience Domain Internationalen_US
dc.rightsThis is a quality controlled, OPEN peer-reviewed, open access INTERNATIONAL journal.
dc.subjectLearning theoryen_US
dc.subjectStudent developmenten_US
dc.subjecte-Pedagogyen_US
dc.subjecte-Learningen_US
dc.subjectLearning management systemen_US
dc.subjectStudent accessen_US
dc.subjectDesigning learning environmentsen_US
dc.titleAn exploration of the alignment of learning theories with eTools at the University of the Western Cape (UWC)en_US
dc.typeArticleen_US
dc.privacy.showsubmitterFALSE
dc.status.ispeerreviewedTRUE


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