Teaching to achieve deep learning in the age of technological determinism

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dc.contributor.authorMadore, Michael A.
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorAdams, Pamela
dc.date.accessioned2019-07-18T21:32:27Z
dc.date.available2019-07-18T21:32:27Z
dc.date.issued2019
dc.degree.levelMastersen_US
dc.description.abstractAs 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.identifier.urihttps://hdl.handle.net/10133/5473
dc.language.isoen_CAen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)
dc.subjectDeep Learningen_US
dc.subjectTechnological Determinismen_US
dc.subjectExperiential Learningen_US
dc.subjectCritical Thinkingen_US
dc.subjectInternalizationen_US
dc.subjectConceptual Understandingen_US
dc.titleTeaching to achieve deep learning in the age of technological determinismen_US
dc.typeProjecten_US
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