IJLLL 2015 Vol.1(4): 290-295 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2015.1.4.55

Theoretical Investigation into Students’ Study Behavior Patterns: Learning through ICT and Policy Making/Administrative Management

Hiroshi Hasegawa
Abstract—The integration of Information and Communication Technology (ICT) has enabled tertiary educational institutions to implement flexible teaching approaches in contemporary educational environments. However, prior to implementing ICT-led teaching, educators need to consider not only its possible advantages, but also their students’ characteristics, behavioural patterns and attitudes towards learning. Such examination is necessary because ongoing changes in students’ expectations concerning their studies should inform decision made regarding the administrative and technical management of ICT-led courses. This approach is currently disregarded by many educational institutions, especially at the tertiary level. A better understanding of students’ learning environments, including their understanding of organisational tools, can influence and improve academic outcomes. Reflecting the voices of teaching staff during the process of designing new courses and course policies, this paper attempts to investigate some core dilemmas that derive from the relationship between contemporary students’ study behaviour patterns and the modes of ICT learning to which they are exposed. Further, a relationship between students’ study behavior patterns and policy making/administrative management is argued.

Index Terms—Student study behavioral patterns and attitudes, ICT, policy making/administrative management, flexible learning.

Hiroshi Hasegawa is with the School of Education, Curtin University, Western Australia, Australia (e-mail: h.hasegawa@curtin.edu.au).

[PDF]

Cite:Hiroshi Hasegawa, "Theoretical Investigation into Students’ Study Behavior Patterns: Learning through ICT and Policy Making/Administrative Management," International Journal of Languages, Literature and Linguistics vol. 1, no. 4, pp. 290-295, 2015.

Copyright©2008-2017. International Journal of Languages, Literature and Linguistics. All rights reserved.
E-mail: ijlll@ejournal.net