Technology Supported Learning and Teaching: A Staff Perspective

Technology Supported Learning and Teaching: A Staff Perspective

John O'Donoghue (University of Central Lancashire, UK)
Release Date: March, 2006|Copyright: © 2006 |Pages: 335
ISBN13: 9781591409625|ISBN10: 1591409624|EISBN13: 9781591409649|DOI: 10.4018/978-1-59140-962-5
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Technology Supported Learning and Teaching: A Staff Perspective presents accounts and case studies of first-hand experience in developing, implementing, or evaluating learning technologies.

Technology Supported Learning and Teaching: A Staff Perspective highlights the many areas in which practitioners are attempting to implement learning technologies and reflects themes of current topical interest. It presents descriptions of the tools practitioners are using, explains the way practitioners have used these tools, and discusses the role of the student and educator in the learning process.

Reviews and Testimonials

This is a really useful and wide ranging collection of chapters authored by those very much at the virtual classroom interface", that is everyday teachers in Higher Education who are attempting to realise the potential offered by ELearning. Within their accounts can be found some wonderful insights into what works and what does not. Readers will also find this collection a rich resource of ideas to be mined repeatedly as a reader's own practice changes and devlopes."

– Dr. John Bernardes, The University of Wolverhampton, UK

A book that you will keep referring to when dealing with the myriad of issues surrounding the use of technology to support learning and teaching. An invaluable reference for teaching and support staff.

– Helen Carter, Journal of University Teaching and Learning Practice, Australia

This book offers a useful introduction to the challenges and opportunities involved in integrating technology applications into higher-education contexts. The combined research and focus make it useful for instructors, researchers, technology-support staff, and administrators in a variety of higher-education and adult-education contexts.

– Adult Education Quarterly, Vol. 57, No. 4, (August 2007)

Their nineteen contributions are well planned, well developed, well written - and, between them, they cover a lot of ground of interest to secondary and post-secondary teachers as well as to those in universities.

– British Educational Communications and Technology Agency (2007)

Table of Contents and List of Contributors

Search this Book:
Table of Contents
John O'Donoghue
Chapter 1
Introduction  (pages 1-13)
John Cowan
This chapter introduces the issues, implications, and cultural upheavals posed for the staff in higher education by the advance of technology. It... Sample PDF
Chapter 2
Sue Moron-Garcia
The purpose of this chapter is to provide an overview of issues lecturers said they faced when using a virtual learning environment (VLE), such as... Sample PDF
What Lecturers Say Helps and Hinders Their Use of a Virtual Learning Environment to Support Face-to-Face Teaching
Chapter 3
Barbara Newland, Martin Jenkins, Neil Ringan
This chapter describes the drivers which have influenced the adoption of e-learning within the UK HE sector and consequently resulted in the... Sample PDF
Academic Experiences of Using VLEs: Overarching Lessons for Preparing and Supporting Staff
Chapter 4
Pat Jefferies, Roy Seden
This chapter details research into the use of asynchronous computer conferencing (ACC) within a campus-based higher education (HE) environment.... Sample PDF
Using Asynchronous Computer Conferencing to Support Learning and Teaching in a Campus-Based HE Context: Beyond E-Moderating
Chapter 5
Carmel McNaught, Paul Lam, Christina Keing, Kin Fai Cheng
This chapter reports a study conducted in 2004 at The Chinese University of Hong Kong (CUHK) aimed at obtaining a much clearer picture about the use... Sample PDF
Improving E-Learning Support and Infrastructure: An Evidence-Based Approach
Chapter 6
Susi Peacock, Gloria Maria Dunlop
This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning.... Sample PDF
Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development
Chapter 7
Colin McCaig, Maria Smith
This chapter examines staff perceptions of information and learning technology (ILT) in the UK learning and skills sector. It is divided into two... Sample PDF
Staff Perspectives on ILT: Findings from a National Evaluation of the Learning and Skills Sector
Chapter 8
Alison Davies, Kelly Smith
This chapter discusses key findings from three focus group discussions held with practitioners in a higher education institution about their... Sample PDF
Drivers and Barriers to the Uptake of Learning Technologies: Staff Experiences in a Research-Led University
Chapter 9
Roisin Donnelly, Ciara O’Farrell
Professional development for academic staff in e-learning is currently a priority for higher education institutions in the Republic of Ireland, as... Sample PDF
Constructivist E-Learning for Staff Engaged in Coninuous Professional Development
Chapter 10
Paul Brett
This chapter reports on an investigation into the institution-wide use of a virtual learning environment (VLE) in a UK University. The aim was to... Sample PDF
Staff Using an Institution - Wide VLE for Blended E-Learning: Implications of Student Views
Chapter 11
Andrea. Chester, Andrew Francis
This chapter describes the experiences of the authors as lecturers in the development of a new approach to teaching large groups of first-year... Sample PDF
Teaching Large Groups: Implementation of a Mixed Model
Chapter 12
Moira Hulme, Julie Hughes
The encouragement of reflective writing within professional learning programmes is not new (Moon, 2003; Bolton, 2001; Winter, 1999). Electronic... Sample PDF
Patchwork E-Dialogues in the Professional Development of New Teachers
Chapter 13
Lori Lockyer, Sue Bennett
This chapter provides a case study of a postgraduate course focused on network-based learning, which from its original design was based on... Sample PDF
Understanding Roles Within Technology Supported Teaching and Learning: Implications for Staff, Academic Units, and Institutions
Chapter 14
Margaret Mazzolini, Sarah Maddison
We present research results and advice on the role of the online instructor in relation to a particular example of technology-supported learning and... Sample PDF
The Role of the Online Instructor as a Guide on the Side
Chapter 15
Sally Priest, Karen Fill
This chapter discusses the design, technical development, delivery, and evaluation of two online learning activities in environmental geography. A... Sample PDF
Online Learning Activities in Second Year Environmental Geography
Chapter 16
Fiona Darroch, Mark Toleman
This chapter examines the implementation of two learning management systems (LMS) in a university environment. Within the context of a case study... Sample PDF
Lessons in Implementing a Learning System in a University: The Academic User Perspective
Chapter 17
David Rowsell, Tim Jackson
Synchronous computer conferencing, or “chat,” is an effective and versatile tool of online learning, providing users with opportunities for... Sample PDF
Learning through Chat: University of the Arts London Case Studies in Online Learning in Art, Design and Communication
Chapter 18
Michael Clarke
This chapter describes the development of software for teaching music and music technology at the University of Huddersfield in three projects... Sample PDF
From SYnthia to Calma to Sybil: Developing Strategies for Interactive Learning in Music
Chapter 19
Chris Smith
This chapter introduces the issues, implications, and cultural upheavals posed for the staff in higher education by the advance of technology. It... Sample PDF
Lecturing by Streamed Digital Video: Blood, Sweat, Tears and Success
About the Authors

Author(s)/Editor(s) Biography

John O’Donoghue initially taught in a social priority area school, moving later to post graduate lecturing, advising and consultancy for both initial teaching training and education departments and more recently a within a National ICT Research Unit. He has held the position of chair and president of the Association for Learning Technology (ALT) and has hosted a number of regional, national and international conferences. O’Donoghue has held honorary research fellowships at universities across the globe. He now holds a visiting research fellowship at the University of Wollongong, Australia. Currently, Professor O'Donoghue was appointed Professor of Learning and Technology at the University of Central Lancashire, UK. O’Donoghue was previously a Senior Learning and Teaching Fellow at the Centre of Excellence in Learning and Teaching at the University of Wolverhampton. He is also a consultant and an advocate of the “global classroom”. He sits on a number of review, editorial and programme committees.

Recently, the Shrewsbury Chronicle (August 31, 2006 edition), UK,did a feature on Professor O'Donoghue as he moved to the University of Central Lancashire. The article also highlighted his book, Technology Supported Learning and Teaching: A Staff Perspective.


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