From a Teaching and Learning (T&L) point of view, the Higher Education (HE) sector disseminates knowing (theoretical knowledge), doing (applying theoretical knowledge in practice) and being (developing professional identity)... [ view full abstract ]
From a Teaching and Learning (T&L) point of view, the Higher Education (HE) sector disseminates knowing (theoretical knowledge), doing (applying theoretical knowledge in practice) and being (developing professional identity) related skills preparing student cohorts for their professional life after college. However, HE institutions also have the responsibility to provide initial support and guidance helping incoming (new) students to both prepare them for their scholarly pursuits at college and – at the same time – to feel engaged early in their studies. As a direct result, providing support at early stages will improve the retention rate of first year students.
This practitioner research case study investigates the advantages of incorporating innovative educational technology (EdTech) as part of designing and delivering agile orientation sessions (one full day, 8 hrs) aiming to guide approximately 1,500 students who commence their undergraduate or postgraduate studies at UCD College of Business’ overseas locations biannually.
Inspired by Koehler & Mishra’s (2009) TPACK framework describing the teacher technological, pedagogical and content knowledge required to educate effectively with technology, the authors implemented a more student-centred content delivery approach, incorporating interactive online activities for improved student engagement. In-class EdTech student activities, such as online polling, creating word clouds and end-of-class online test are used to provide students with instant and permanent formative feedback motivating them to stay focussed throughout the orientation and to excel on their academic endeavours.
Student feedback collected after completing the more agile orientation programme indicate an overall improved student experience, enhanced student learning and improved student retention rate at the college’s overseas locations.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Keywords
Student engagement, EdTech, online assessment and feedback, student orientation
Topics: Innovations and design in online & blended learning , Topics: Assessment and feedback in a digital age
