3 research outputs found
Student perceptions on skills and learning challenges in the use of educational technology in a low-contact, blended and professional learning context: a grounded theory of ‘improvised learning’
This research project provides an original contribution to knowledge, comprising a grounded and
unified theory of improvisational behaviours via Blended Learning and suggests a new paradigm
of self-regulated, improvisational learning for potential application beyond the field of study. The
study comprises an original Grounded Theory of ‘Improvised Learning’ demonstrating the most
prevalent challenges, strategies and behaviours of students undertaking Higher Education
programmes in a campus-based, low-contact teaching environment. The participant group were
typically undertaking accredited professional programmes (usually related to a profession such as
nursing or accounting). The students engaged in ‘Blended Learning’ i.e. study on-campus
alongside use of learning technologies such as a Virtual Learning Environment (VLE). The
research project used Grounded Theory as an holistic methodology to investigate the experience
of students in this study context. The main data collection phase consisted of informal individual
or group discussions held in classes, open plan Library areas or IT Labs.
Grounded Theory is a sociological methodology designed to formulate a new (Grounded) theory
from a ‘substantive area’, i.e. a participant group typically comprising a shared vocational role or
activity. Key elements of Grounded Theory include an emphasis on induction-based
conceptualisation of theory from descriptive participant indicators and the continuous comparison
of data for the emergence of ‘theoretical categories’ or codes. The ultimate aim of Grounded
Theory is to demonstrate how conceptual categories inter-relate within a common theoretical
explanation for the behaviour of participants (the ‘core category’).
This grounded study of professional learners identified a number of theoretical models of
behaviour for engaging with Blended Learning, including innovative self-led use of Information
Technology and collaborative learning. The emergent ‘core category’ - reflecting all dependant
codes or variables was defined as ‘Improvised Learning’, explaining conceptually how students
employ self-led strategies and skills to engage with disparate systems, environments and
resources