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This research paper critically assesses AUC’s creativity in using teaching and learning technologies to motivate and engage students to learn and thereby help advance the learning process. It focuses on AUC’s failure to sustain online teaching and the difficulties experienced by students through the use of TLTs.
Fall 2009 semester had an overdose of crammed coursework, of exams and lecturing which has left students to wonder who to blame for halting their education, and thereby not giving them the opportunity to get the most out of their courses. Many blame the government officials who gave such orders, whilst others who accepted the current circumstances blame AUC’s faculty for their ineffective use of the available TLTs. While most students just blame the ineffective TLTs available at AUC. After both university closures, AUC faculty and students began to question if they can rely on TLTs in future interruptions. TLT refers to any type of aid used to advance the learning process. According to Dr. Doris Jones’s article, the technologies available at AUC are: Blackboard, lecture capture, Scribe Notes, turnitin.com, Wikis, Blogs, Video blogging, Podcasts, Google applications, Ning, E-Portfolios, Horizon Wimba, Skype, Slide Share, You tube and Online photo sharing and annotation. My field work was conducted in The AUC where 100 surveys made up of 10 questions were distributed online to students. These questions critically assessed AUC’s creativity in using TLTs to motivate and engage students to learn, thereby advancing the learning process. Diana Laurillard, Senior Lecturer at the Institute of Educational Technology at the Open University argues in her book “Re-thinking University Teaching” that we must not focus on what new technologies offer, instead on what students need to learn effectively. Further research must be made to clearly identify what should be done to overcome such future interruptions.