Disciplinary Differences in E-Learning Instructional DesignReport as inadecuate

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Journal of Distance Education, v22 n3 p63-88 2008

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.)

Descriptors: Instructional Design, Management Systems, Computer Assisted Instruction, Intellectual Disciplines, Electronic Learning, Distance Education, Mathematics Teachers, Interviews, Questionnaires, Telephone Surveys, Qualitative Research, Statistical Analysis, College Faculty, College Students

Canadian Network for Innovation in Education (CNIE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde[at]gmail.com; Web site: http://www.jofde.ca

Author: Smith, Glenn Gordon; Torres-Ayala, Ana T.; Heindel, Allen J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2867&id=EJ812564

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