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Instructional Strategies and Learning Technologies to Support Student Learning

  • Author / Creator
    Feist, Lynn G
  • The use of learning technologies is prevalent in post-secondary education and can provide opportunities for learning in different ways (Bernardo & Duarte, 2020; Johnson etal., 2014). Integration of learning technologies requires an understanding of learning technologies within the context of “what it takes to learn” (Laurillard, 2009, p. 7) in a postsecondary environment.In this study, a generic qualitative research approach was used to explore instructional strategies and learning technologies instructors used in their teaching. Purposeful sampling was used to select 12 instructors teaching at a university in Alberta. Recorded interviews obtained in-depth information about the experiences of instructors. I used a self-reflexive journal to document my opinions and as a way to review and refine my research. Laurillard’s Conversational Framework (2009, 2013) was used as a theoretical framework. Data analysis identified themes pertinent to my research question and theoretical framework.Instructors used a variety of instructional strategies and learning technologies to present concepts to students, design opportunities for students to clarify their understanding of course concepts, and create engaging practice tasks. Instructors integrated learning technologies into their teaching in ways that recognized the benefits of learning technologies and non-technological strategies.A learning-centred framework was created to capture themes and included teacher and student conceptions, safe teaching and learning environments, learning technologies, and workload. I provided recommendations for university administrators, instructors, professional development leaders, and researchers and concluded with additional questions around policy and practice.

  • Subjects / Keywords
  • Graduation date
    Spring 2022
  • Type of Item
    Thesis
  • Degree
    Doctor of Education
  • DOI
    https://doi.org/10.7939/r3-n36z-tb24
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.