In post-secondary education, it is increasingly common for full-time campus-based students to experience learning contexts which draw on the affordances of technology to enrich the teaching and learning environment. This paper reports on a study of feedback from students related to the experience of learning in four subjects which used technology-enhanced learning at Temasek Polytechnic in Singapore. Questionnaire data from 609 students suggest three dimensions played an important role in respect of student perceptions of learning. These dimensions were related to peer interaction, metacognition, and feedback.
The implications of the study for further research in the institution and for other researchers in the field, in terms of student feedback related to technology-enhanced learning from a constructivist, or student-centred, classroom perspective, will be discussed.
|Keywords:||Technology-enhanced Learning, Student-centred Learning, Feedback, Constructivism|
Assistant Director, Learning Academy, Temasek Polytechnic, Singapore
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