On-Line, Off-Campus but in the Flow: Learning from Peers in Development Studies

Autor/inn/en	Beckmann, Elizabeth A.; Kilby, Patrick
Titel	On-Line, Off-Campus but in the Flow: Learning from Peers in Development Studies
Quelle	In: Australasian Journal of Peer Learning, 1 (2008), S.61-69, Artikel 8 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1836-4306
Schlagwörter	Foreign Countries; Community Development; Masters Programs; Anthropology; Graduate Students; Cooperative Learning; Blended Learning; Distance Education; Electronic Learning; Computer Mediated Communication; Discussion Groups; Asynchronous Communication; Curriculum Development; Instructional Design; Study Abroad; Feedback (Response); Student Attitudes; Educational Quality; Peer Teaching; Australia + Suchen Sie Ihr Suchwort? Ausland; Community; Development; Entwicklung; Magister course; Magisterstudiengang; Anthropologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kooperatives Lernen; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Curriculum; Curriculumentwicklung; Lehrplan; Lesson concept; Lessonplan; Unterrichtsentwurf; Studies abroad; Auslandsstudium; Schülerverhalten; Quality of education; Bildungsqualität; Peer group teaching; Peer Group Teaching; Australien
Abstract	Development workers studying at the graduate level benefit from exposure to the great variety of cultures and worldviews. In the Australian National University's Master of Applied Anthropology and Participatory Development (MAAPD) program, peer learning is giving current and future development workers in the field and in the classroom the chance to exchange knowledge, experiences and ideas that bring theory into sharp relief. The program offers flexible and blended delivery options, and has recently focused on using online discussions to nurture the exchanges among on-and off-campus students. Students working alone in development settings as diverse as remote Australia, East Timor, Egypt or Afghanistan can thus interact with their peers in the program to compare their day-to-day experiences of social development, conflict, justice, exploitation, gender or environmental issues, as they attempt to apply theory to practice. Using survey feedback from MAAPD students, this paper examines how the online discussions supported peer learning and provided opportunities for more shared engagement in critical thinking about issues of concern. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01