Harnessing Insight Into Disciplinary Differences To Refine E-Learning Design


White, S A and Liccardi, I (2006) Harnessing Insight Into Disciplinary Differences To Refine E-Learning Design. In, 36th Annual ASEE/IEEE Frontiers in Education, San Diego CA, 28 - 31 Oct 2006. IEEE, S3J5-S3J10.

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Description/Abstract

Abstract - Many different teaching methods are used to support learning in higher education. Research into the relationship between the knowledge traditions of fields of study and their most appropriate teaching methods identifies clear differences between the appropriate which are the most suitable in different disciplines. Increasingly, blended approaches to education are being introduced, integrating e-learning with face-to face methods. However, major influences on our understanding of the potential of e-learning have come from psychological and educational perspectives, which are not, of themselves, clearly associated with specific disciplinary needs. This paper identifies e-learning approaches which particularly suit specific disciplinary preferences. It surveys students to identify methods which they believe are particularly relevant to their studies. Their responses support the case for taking a disciplinary perspective when developing blended approaches.

Item Type: Conference or Workshop Item (Paper)
Additional Information: Event Dates: October 28th-31st October 2006
ISSNs: 0190-5848
Related URLs:
Keywords: Disciplinary Differences, e-learning, blended learning, Higher Education, Engineering Education, technology affordances.
Divisions: Faculty of Physical Sciences and Engineering > Electronics and Computer Science
ePrint ID: 262576
Date Deposited: 15 May 2006
Last Modified: 27 Mar 2014 20:06
Publisher: IEEE
Further Information:Google Scholar
ISI Citation Count:0
URI: http://eprints.soton.ac.uk/id/eprint/262576

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