The research analyses experiences and outcomes of developing an active learning environment during 1997 to 2003. Findings support a view that challenging students and teachers to be participative and active is problematic. The researcher argues we should rethink the pathway between instructive, technology-enabled and action learning approaches
Notes
Submitted to the School of Education of the Faculty of Education, Deakin University
Degree conferred 2006
Thesis (Ph.D.)--Deakin University, Victoria, 2005
Bibliography
Includes bibliographical references (leaves 175-197)