Harnessing Insight Into Disciplinary Differences To Refine E-Learning Design
Harnessing Insight Into Disciplinary Differences To Refine E-Learning Design
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.
Disciplinary Differences, e-learning, blended learning, Higher Education, Engineering Education, technology affordances.
S3J5-S3J10
White, S A
5f9a277b-df62-4079-ae97-b9c35264c146
Liccardi, I
3912e344-ee9f-409a-8bcd-9f33410b3b15
2006
White, S A
5f9a277b-df62-4079-ae97-b9c35264c146
Liccardi, I
3912e344-ee9f-409a-8bcd-9f33410b3b15
White, S A and Liccardi, I
(2006)
Harnessing Insight Into Disciplinary Differences To Refine E-Learning Design.
36th Annual ASEE/IEEE Frontiers in Education, San Diego CA.
28 - 31 Oct 2006.
.
Record type:
Conference or Workshop Item
(Paper)
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.
Text
white_and_liccardi_2006b_1784.pdf
- Other
Slideshow
Harnessing_Insight_into_Disciplinary_Differences_to.ppt
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More information
Published date: 2006
Additional Information:
Event Dates: October 28th-31st October 2006
Venue - Dates:
36th Annual ASEE/IEEE Frontiers in Education, San Diego CA, 2006-10-28 - 2006-10-31
Keywords:
Disciplinary Differences, e-learning, blended learning, Higher Education, Engineering Education, technology affordances.
Organisations:
Electronics & Computer Science
Identifiers
Local EPrints ID: 262576
URI: http://eprints.soton.ac.uk/id/eprint/262576
PURE UUID: 91c05d34-6756-4781-bbca-07521775dfde
Catalogue record
Date deposited: 15 May 2006
Last modified: 15 Mar 2024 03:03
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Contributors
Author:
S A White
Author:
I Liccardi
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