The impact of an online learning program on teaching and learning strategies

Kay Livingston, Rae Condie

    Research output: Contribution to journalArticle

    11 Citations (Scopus)

    Abstract

    Just as the workplace, for many adults, has been transformed by the introduction of information and communication technology (ICT), expectations are high that educational establishments, particularly schools, will follow suit. This article explores the impact of technology on learning and teaching in the classroom. It draws on the findings of several recent studies conducted in Scotland concerning the impact of technology. In particular, it considers the findings of an evaluation of an online learning program (Scottish Common Higher Open Learning and Access Resources [SCHOLAR] Program). The article discusses the impact of active, self-regulating learners on the role of teachers and highlights some of the implications of blending traditional classroom teaching with online student learning. The implications that emerge for learning and teaching strategies and for the leadership and support function of teachers are relevant for any school systems using technology in classrooms
    Original languageEnglish
    Pages (from-to)150-158
    Number of pages8
    JournalTheory into Practice
    Volume45
    Issue number2
    DOIs
    Publication statusPublished - 2006

    Fingerprint

    teaching strategy
    learning strategy
    classroom
    learning
    open learning
    Teaching
    teacher
    open access
    school system
    communication technology
    workplace
    information technology
    leadership
    evaluation
    resources
    school
    student

    Keywords

    • teachning
    • learning
    • information and communications technology
    • online learning

    Cite this

    Livingston, Kay ; Condie, Rae. / The impact of an online learning program on teaching and learning strategies. In: Theory into Practice. 2006 ; Vol. 45, No. 2. pp. 150-158.
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    The impact of an online learning program on teaching and learning strategies. / Livingston, Kay; Condie, Rae.

    In: Theory into Practice, Vol. 45, No. 2, 2006, p. 150-158.

    Research output: Contribution to journalArticle

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