The LTC conducts applied educational research with a focus on the planning, management and implementation of effective learning environments in a technical training institute. Our research initiatives are aligned with the BCIT Strategic plan and research priorities. We work collaboratively with BCIT schools and local, national and international learning and teaching organizations to pursue research that helps improve learning and teaching.
Partners
Principal Investigators
Dr. Mark Bullen – BCIT
Dr. Tannis Morgan – Justice Institute of BC
This international research project is investigating how postsecondary learners in different institutional contexts and cultures think about technology and how they use it in their social and educational lives. We are conducting an in depth examination to gain an understanding of what the growing use of the new digital technologies means for teaching and learning in higher education.
Status
Phase 1 complete
Phase 2 underway
The first phase of our research found that there is no empirically sound basis for most of the claims that have been made about the Net Generation. More specifically, our findings suggest there are no meaningful differences between Net Generation and non-Net Generation students at BCIT in terms of their use of technology, nor in their behavioural characteristics and learning preferences. We also found that BCIT students’ use of ICTs is instrumental and driven primarily by the needs of their programs. BCIT students make use of a limited set of technologies based on three key issues: familiarity, cost and immediacy.
The first phase also revealed that within a student “toolkit” there were both generalized and context specific uses and understandings of the affordances of technology. We found examples of technology use that students preferred to keep in the social domain, as well as examples of technology use that easily transferred to and had a perceived value in the educational context. The first phase was completed in 2009.
The second phase will explore the “why’s” of these findingings, with the intention of informing teaching and learning practices. By educational use, we are referring to how students use ICTs in the context of their teaching and learning at their institutions. In other words, educational use refers to how students use ICTs in formal academic settings, while social use refers to the use of ICTs outside of formal teaching and learning.
We intend to investigate the following research questions in the second phase:
Phase 2 is underway and expected to be completed in 2011.
For more information, see the research project website.
Principal Investigators
BCIT's new strategic vision emphasizes internationalization; in this project, attitudes, strategies, and challenges around internationalization of the curriculum were revealed through surveys and interviews of BCIT instructors and students, as well as a literature review, and phone interviews of faculty at other institutions. The project also benefited from substantial input from Qin Liu, also at BCIT. Download the Internationalization of the Curriculum at BCIT report (PDF).
Status
The completed report was presented at the ASHE conference in Vancouver and at the CBIE conference in Toronto. After data was analyzed, Terry Fuller worked with Carly Haddon to develop LTC internationalization webpages, and Faculty Member Kathy Vance published internationalization resources relating to her Communication course at BCIT.Principal Investigators
How do we assure we are diffusing innovative use of educational media? How do we effectively encourage media casting as an educational enhancement at BCIT? If we cast media will it add value to the learning experience? What pedagogical models of educational media casting do students perceive as valuable? What topics/course content could benefit from mobilizing educational media at BCIT?
These questions are at the heart of recent investigations into media use by Faculty and the value associated with making educational media available to BCIT students on mobile devices.
Status
Both students and instructors and BCIT were surveyed for this study. Sixty four instructors responded to a 10 question survey and follow-up interviews were conducted with nine. Two hundred and seventy four students responded to a 20 question survey and follow-up interviews were conducted with 20 students.
This data was analyzed in conjunction with usage statistics from the initial rollout of media casting at BCIT.
The following presentations/information sessions have been made: