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Quick win or slow burn? Modelling UK HE CAA uptake

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conference contribution
posted on 02.04.2009, 13:09 by Bill Warburton
The uptake of CAA in UK higher education (HE) on a large scale lags behind the expectations of CAA specialists. A research project was undertaken with the aim of discovering and addressing the underlying reasons for this. The research was conducted according to Strauss and Corbin’s (1998) prescription for grounded theory (GT) research. During three years a 200 000 word dataset was compiled from a national survey by questionnaire and interview with tutors, learning technologists, managers and QA staff. This article describes the dual-path theory of CAA uptake that emerged from an analysis of this dataset. Ways in which dual-path theory might be used to understand and improve CAA uptake are proposed.

History

School

  • University Academic and Administrative Support

Department

  • Professional Development

Research Unit

  • CAA Conference

Citation

WARBURTON, B., 2006. Quick win or slow burn? Modelling UK HE CAA uptake. IN: Danson, M. (ed.). 10th CAA International Computer Assisted Assessment Conference : Proceedings of the Conference on 4th and 5th July 2006 at Loughborough University. Loughborough : Lougborough University, pp. 425-442

Publisher

© Loughborough University

Version

AM (Accepted Manuscript)

Publication date

2006

Notes

This is a conference paper.

ISBN

095395725X

Language

en

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