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Journal Issue
Volume 8 Issue 2, ECEL 2009 / Mar 2010  pp51‑208

Editor: Shirley Williams, Florin Salajan

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Evaluating the Impact of Distance Learning Support Systems on the Learning Experience of MBA Students in a Global Context  pp51‑62

Yongmei Bentley, Anjali Shegunshi, Mike Scannell

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The VLE as a Trojan Mouse: Policy, Politics and Pragmatism  pp63‑72

Mark Brown, Shelley Paewai, Gordon Suddaby

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Exploring the Current Theoretical Background About Adoption Until Institutionalization of Online Education in Universities: Needs for Further Research  pp73‑84

Ines Casanovas

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Interventions for Second‑Order Change in Higher Education: Challenges and Barriers  pp85‑92

Sebastian Fiedler, Terje Väljataga

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The Lecture is Dead Long Live the e‑Lecture  pp93‑100

Duncan Folley

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A Framework for Supporting Postsecondary Learners with Psychiatric Disabilities in Online Environments  pp101‑110

Scott Grabinger

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Enhancing the Impact of Formative Feedback on Student Learning Through an Online Feedback System  pp111‑122

Thanos Hatziapostolou, Iraklis Paraskakis

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Wiki Tools in the Preparation and Support of e‑Learning Courses  pp123‑132

Antonin Jancarik, Katerina Jancarikova

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Building the Future Students' Blended Learning Experiences from Current Research Findings  pp133‑140

Amanda Jefferies, Ruth Hyde

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Abstract

Between March 2007 and February 2009, the Joint Information Systems Committee (JISC) funded a Learners Journeys project at the University of Hertfordshire. This was part of their second phase of investment in research into the Learners' Experiences through their E‑Learning Programme and was known as LXP2. STROLL (STudent Reflections On Lifelong e‑Learning), as the Learners' Journeys project was known, researched into the experiences of current undergraduate students in Higher Education (HE) and Further Education (FE) primarily through a series of diaries constructed by student volunteers. Using video and audio recording to capture students' own reflections on their learning and their use of technology over the 2 year period the project data has offered many reflections from students on their use of technology for both learning and leisure. Building on this and other recent research data, the authors now suggest that for many HE students, technology has become a ubiquitous part of their lives to the extent that they may own or access regularly multiple items of personal technology that are used interchangeably for learning and leisure, including their computers and their mp3 players. At the University of Hertfordshire access to technology enhanced learning has included use of the managed learning environment (MLE) which is called StudyNet. This MLE has been highly praised by the campus‑based undergraduates and especially those participating in STROLL for making their learning accessible wherever and whenever they want to access it. In this paper we explore how academics might learn from the experience of these current students and their reflections on becoming effective learners supported by technology. This research indicates that technology can be a vital support for students in their complex balancing act between their busy studying, working and personal lives and the students have enthusiastically reported that technology is a key enabler for them. This paper presents the ways in which students use technology in HE and raises the questions of how institutions might support some of the diverse needs of future students. 

 

Keywords: student experience, blended learning, technology use, reflection

 

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Multiple Criteria Evaluation of Quality and Optimisation of e‑Learning System Components  pp141‑150

Eugenijus Kurilovas, Valentina Dagiene

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How do Students Measure Service Quality in e‑Learning? A Case Study Regarding an Internet‑based University  pp151‑160

María Martínez-Argüelles, José Castán

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Collaborative Language Learning for Professional Adults  pp161‑172

Linda Joy Mesh

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The Role of Essay Tests Assessment in e‑Learning: A Japanese Case Study  pp173‑178

Minoru Nakayama, Hiroh Yamamoto

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Experiences Obtained with Integration of Student Response Systems for iPod Touch and iPhone into e‑Learning Environments  pp179‑190

John Stav, Kjetil Nielsen, Gabrielle Hansen-Nygård, Trond Thorseth

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Emergence Of The Most Knowledgeable Other (MKO): Social Network Analysis Of Chat And Bulletin Board Conversations In A CSCL System  pp191‑208

Sundararajan

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