E-mediated Instruction in Higher Education

Added to what has been previously outlined, e-mediated instruction in higher education that is imagined as personal is implicated and conflated with virtual realism, game technology, and the social media phenomena of the past decade. Here it is imagined that higher education facilities should make use of game simulations and social media sites such as Facebook and the Twittersphere in order to recruit and attract students to learning. Tunstall and Lynch (2010), for example, support the concept of e-mediated instruction based on research within the field of enterprise and management education, specifically in relation to the role of simulations and case studies in higher education pedagogy. The increased focus on improving students’ experiences in higher education using electronic media/e-learning tools led to the development of experiential enterprise education tools. In their study, Tunstall and Lynch surveyed 57 undergraduate students in the UK to ascertain the effectiveness of virtual simulation e-learning strategies. Students reported that the environment felt “real” and they were encouraged to engage in deep learning and double-loop learning. The students also reported seeing the link between using the application and learning, and that the environment was more engaging than text-based case study. There was evidence in this study that experienced game players were less likely to find the case entertaining than non-game players. Thus, from this we can see that the personal here is obviously not universal and that this particular kind of e-mediated instruction works for some, but not for others.

 
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