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The Student Experience of E-learning in Higher Education: A Review of the Literature

This paper reviews the student experience of e-learning in higher education in order to identify areas worthy of future investigation. This review highlights some common themes in the student’s e-learning experience and recommends implications for practice arising from these, particularly the emotionality of the student experience and a concern about time and time management. E-learning developments based on changes to traditional pedagogy evoke the most inconsistencies in student perceptions and it is here that individual differences emerge as possible success factors. The review concludes that future research should investigate how students understanding of the teaching and learning process impacts on their study strategies and perceptions of online learning.

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Learning From Link

The paper provides an overview of the FDTL funded LINK project (‘linking teaching and research in selected Built Environment disciplines’) run by Oxford Brookes between 2000 and 2004. The learning process inherent in the project; what was learned about the LINK; its generic applicability beyond the Built Environment disciplines; and the importance of institutional support in embedding the LINK in the student experience are considered. The paper also explains how a shift in project focus from educational development to pedagogic research occurred as the extent of the gaps in understanding what it means to link teaching and research became clear.

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Developing Learning and Teaching at the Westminster Institute of Education: Key Features of our Strategy for 2003-2006

Brian Marshall, Westminster Institute of Education, Oxford Brookes University The Context of the Institute The Institute is a large and diverse community. It offers some 35 programmes from five Academic Directorates: (i) Primary Initial Teacher Training (ITT), (ii) Secondary and

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A Learning Technologist at the Westminster Institute of Education

This report details the progress made in engaging e-learning as an essential component of teaching and learning at the Westminster Institute of Education, and in so doing, describes the role of the Institute’s learning technologist, emphasising the need for University-wide knowledge and experience-sharing. It highlights particular initiatives made by and for specific courses, the challenges that these have posed, and how they are being overcome.

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Which University? Which Course? Undergraduate Students’ Reflections on the Factors that Influenced their Choices.

The paper measures the relative significance of factors affecting prospective undergraduates in their choice of university and course. The paper also examines the relative importance of different sources of information in making this choice. Based on factors identified by undergraduate students, the paper centres on the results of a questionnaire distributed to first year undergraduate law students at two universities. The results are looked at in the light of a recent national survey, and conclusions are drawn which should be of interest to those involved in student recruitment across all disciplines.

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