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E-Learning in a Graduate Enterprise Architecture Course: Discourse and Pedagogy
PROCEEDINGS

, NJIT, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In response to corporate interest in Enterprise Architecture and for the course to be accessible, New Jersey Institute of Technology offered a pilot e-learning graduate course in Enterprise Architecture in the summer of 2008. The author/faculty entered into this teaching intending to extend her research in the use of discourse structure for online courses. This article reports on the results of a field study that grounds the hypothesis that when pedagogical and technological knowledge are integrated in the design of discourse, students are engaged and satisfied with the learning experience. This field study uses a discourse structure that, by design, provides for all of Gagne’s Conditions of Learning. Results showed that student engagement was high; and student satisfaction with discourse was high. These results validate parts of an e-learning framework called Technological Pedagogical Content Knowledge.

Citation

Wong-Bushby, I. (2009). E-Learning in a Graduate Enterprise Architecture Course: Discourse and Pedagogy. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3210-3214). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

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