Disciplinary Differences in E-Learning Instructional Design
JDE Volume 22, Number 3, ISSN 0830-0445 Publisher: Athabasca University Press
Discipline is a vital, yet largely overlooked, factor in research on e-learning course design. This study investigated disciplinary differences in the instructional design of e-learning, by comparing how instructors of mathematics-related disciplines versus others: a) met the challenges of their discipline in e-learning and b) perceived the adequacy of course management systems (CMSs). Investigators used a two-phase method: a) qualitative telephone and face to face interviews, and b) web-based questionnaires. Mathematics instructors suggested very different disciplinary challenges and corresponding e-learning solutions. Mathematics-related instructors were significantly less likely to view prevailing e-learning models and CMSs as well-suited to their discipline. (Contains 7 tables and 2 figures.)
Smith, G.G., Torres-Ayala, A.T. & Heindel, A.J. (2008). Disciplinary Differences in E-Learning Instructional Design. The Journal of Distance Education / Revue de l'ducation Distance, 22(3), 63-88. Athabasca University Press.
Cited ByView References & Citations Map
Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences
Jason Rhode, Northern Illinois University
The International Review of Research in Open and Distributed Learning Vol. 10, No. 1 (Feb 23, 2009)
Robert Mayes, University of Wyoming, United States
Global Learn 2011 (Mar 28, 2011) pp. 2121–2130
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.