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Resource‐based learning strategies: Implications for students and institutions

By Malcolm Ryan, Julian Wells, Alan Freeman and George Hallam


This paper reports some findings from a project in implementing resource‐based learning in economics, and identifies some implications for students and institutions. These include student responses to a mid‐semester evaluation and the views of the project team. The latter have been informed by action research which sought to recognize students’ individual differences, employ active learning methods and, above all, integrate IT into the curriculum. While innovative strategies are clearly welcomed, students show strong attachment to some traditional methods. Most of those who suggested changes to the range of activities asked for reinstatement of at least some lectures, generally as additions to existing activities. Implications include the need for students and staff to acquire a wide range of new skills, for large‐scale curriculum review if new learning technologies are to be fully integrated, and the need to acknowledge that, given student and staff perceptions of change, the process may be long and costly

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Universit of Wales Press
Year: 1996
DOI identifier: 10.1080/0968776960040114
OAI identifier:

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