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 At 36th Annual ASEE/IEEE Frontiers in Education. 28 - 31 Oct 2006. , S3J5-S3J10.


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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
Venue - Dates: 36th Annual ASEE/IEEE Frontiers in Education, 2006-10-28 - 2006-10-31
Related URLs:
Keywords: Disciplinary Differences, e-learning, blended learning, Higher Education, Engineering Education, technology affordances.
Organisations: Electronics & Computer Science
ePrint ID: 262576
Date :
Date Event
Date Deposited: 15 May 2006
Last Modified: 17 Apr 2017 21:40
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/262576

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