Caroline H. Steel

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Learning management systems (LMS) serve as the primary online technology for student learning in many universities. Although they are only one 'solution', they are often regarded as all encompassing. How university teachers reconcile their beliefs about such technologies with their pedagogical beliefs remains a relatively unexplored area. This study draws(More)
Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL design is the(More)
The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than(More)
Three-dimensional immersive spaces such as those provided by virtual worlds, give unparalleled opportunities for learners to practically engage with simulated authentic settings that may be too expensive or too dangerous to experience in the real world. The potential afforded by these environments is severely constrained by the use of a keyboard and mouse(More)
Most universities still offer Learning Management Systems (LMS) as the 'one size fits all' technology solution for all teachers across all disciplines. Using LMS across diverse campuses has resulted in efficiencies-of-scale for administrators, however LMS integration into teacher practices is minimal (e.g., Conole & Fill, 2005) and teachers' creative space(More)
Students need to balance work, family, and their university learning. In an effort to manage these conflicting demands, students make pragmatic choices which can lead to almost empty lecture halls and tutorial rooms by mid-semester. In response, this action research project piloted an e-learning portal for criminology students in 2006. Four courses were(More)
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