Contextual Inquiry: A systemic support for student engagement through reflection

Peter Bednar, Roger Eglin, Christine Welch

Research output: Contribution to journalArticlepeer-review

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Abstract

Much research has been published which attests to desire felt by educators to improve the quality
of student reflection, and engagement with learning, through processes of assessment. This paper
describes how research in Systems Analysis is being transformed and applied to educational practice.
Staff considered that methods were needed to stimulate students to reflect and engage in
higher orders of learning in order to help them to experience ‘success’ in their assessments. The
paper describes the background to a Systems Analysis approach and its specific adaptation for
support in student learning in the field of creative technologies.
Original languageEnglish
Pages (from-to)45-55
JournalInterdisciplinary Journal of E-Learning and Learning Objects
Volume3
Publication statusPublished - 2007

Subject classification (UKÄ)

  • Information Systems, Social aspects

Keywords

  • student engagement
  • Contextual Inquiry
  • creative technologies.
  • Double-loop Learning

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