Show simple item record

dc.contributor.supervisor Adams, Pamela
dc.contributor.author Madore, Michael A.
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2019-07-18T21:32:27Z
dc.date.available 2019-07-18T21:32:27Z
dc.date.issued 2019
dc.identifier.uri https://hdl.handle.net/10133/5473
dc.description.abstract As a post-secondary instructor, I wondered what elements constitute effective university teaching and whether they were being employed within the Integrated Management Experience (IME) program. In addition, I was aware of the impact of technology at a societal level and wanted to examine its influence on adult students’ abilities to successfully transition into the 21st century workforce. The review of literature revealed that the teaching strategies linked with helping students deeply learn promoted conceptual understanding, critical thinking, experiential learning, and internalization. I then reviewed data from the IME program to assess the degree to which each teaching strategy was implemented. Each was found to be embedded within the IME program. Data revealed that students believed they were prepared for work experiences they may face once they left the program, and to adapt to technological determinism’s impact on their environment. en_US
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education)
dc.subject Deep Learning en_US
dc.subject Technological Determinism en_US
dc.subject Experiential Learning en_US
dc.subject Critical Thinking en_US
dc.subject Internalization en_US
dc.subject Conceptual Understanding en_US
dc.title Teaching to achieve deep learning in the age of technological determinism en_US
dc.type Project en_US
dc.publisher.faculty Education en_US
dc.degree.level Masters en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record