From classroom tutor to hypermedia advisor : a case study in medical education
From classroom tutor to hypermedia advisor : a case study in medical education
History is abundant with predictions about the influence of new technologies on educational practice. Reality however has seen traditional attitudes resolute in resisting such change. Proponents of extreme changes to education subscribe to an education ethos of no teachers and schools: a society that denounces the traditional epistemological principals grounded in the belief that intellectual progress consists of moving from the concrete to the abstract, and embraces a more situated way of learning.
With the continuing rise of staff-student ratios, a new impetus is fuelling the imaginations of policy makers and practitioners who are looking towards modern technologies to ensure the ongoing pedagogic quality of education at all levels. In today's educational technology arena, hypermedia is being hailed as the latest technology to revolutionise educational practices.
Informed by modern educational theory and the latest innovations in technology, this thesis contributes to the scientific domain of educational technology by presenting a case study of replacing undergraduate medical students' traditional pathology laboratory practicals with a hypermedia learning environment. Central to this instantiation is functionality that facilitates knowledge misconception resolve through student-tutor and peer dialogue within an open hypermedia learning environment.
University of Southampton
Kemp, Michael Wiiliam
296d837e-f55b-4cca-ad0a-373103eafe34
2000
Kemp, Michael Wiiliam
296d837e-f55b-4cca-ad0a-373103eafe34
Kemp, Michael Wiiliam
(2000)
From classroom tutor to hypermedia advisor : a case study in medical education.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
History is abundant with predictions about the influence of new technologies on educational practice. Reality however has seen traditional attitudes resolute in resisting such change. Proponents of extreme changes to education subscribe to an education ethos of no teachers and schools: a society that denounces the traditional epistemological principals grounded in the belief that intellectual progress consists of moving from the concrete to the abstract, and embraces a more situated way of learning.
With the continuing rise of staff-student ratios, a new impetus is fuelling the imaginations of policy makers and practitioners who are looking towards modern technologies to ensure the ongoing pedagogic quality of education at all levels. In today's educational technology arena, hypermedia is being hailed as the latest technology to revolutionise educational practices.
Informed by modern educational theory and the latest innovations in technology, this thesis contributes to the scientific domain of educational technology by presenting a case study of replacing undergraduate medical students' traditional pathology laboratory practicals with a hypermedia learning environment. Central to this instantiation is functionality that facilitates knowledge misconception resolve through student-tutor and peer dialogue within an open hypermedia learning environment.
Text
755978.pdf
- Version of Record
More information
Published date: 2000
Identifiers
Local EPrints ID: 464174
URI: http://eprints.soton.ac.uk/id/eprint/464174
PURE UUID: 679ed5b2-86dc-4252-8774-10e47cd86e79
Catalogue record
Date deposited: 04 Jul 2022 21:25
Last modified: 16 Mar 2024 19:19
Export record
Contributors
Author:
Michael Wiiliam Kemp
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics