Creating space for active learning: (Opportunities from) using technology in research-based education

Eirini Gallou, Peter Abrahams

Research output: Chapter in Book/Report/Conference proceedingChapter

20 Downloads (Pure)


This chapter (2.6) deals with the challenges of using technology to enhance the education process and the student learning experience – not just to replace the teacher by technological or digital gimmicks. The secret of this process is to base it on the student’s active participation in the development of their own learning tools. The chapter (2.6) subsequently discusses methods and tools in research-based education, for enabling students in higher education the experience of producing knowledge themselves through digital tools. The chapter talks about how this interaction can help challenge the traditional hierarchical relationship between staff and students. Using technology in the classroom sometimes puts students in the role of teacher if the staff member is not technologically fluent, or can create environments where students can take on a more equal role in the class, such as sharing resources or engaging in a discussion with peers on Moodle, or developing videos to teach others about physics research, using examples from teaching and learning experience at UCL. (3.7)
Original languageEnglish
Title of host publicationShaping Higher Education with Students
Subtitle of host publicationWays to Connect Research and Teaching
EditorsVincent C. H. Tong, Alex Standen, Mina Sotiriou
Place of PublicationLondon
Number of pages11
ISBN (Electronic)9781787351110
Publication statusPublished - 1 Mar 2018


  • technology
  • educational enhancement
  • active learning
  • student learning experience
  • learning tools
  • interactivity
  • new learning process
  • hands-on learning
  • tools of technology
  • digital native


Dive into the research topics of 'Creating space for active learning: (Opportunities from) using technology in research-based education'. Together they form a unique fingerprint.

Cite this