Disciplinary Differences in E-Learning Instructional Design

Autor/inn/en	Smith, Glenn Gordon; Torres-Ayala, Ana T.; Heindel, Allen J.
Titel	Disciplinary Differences in E-Learning Instructional Design
Quelle	In: Journal of Distance Education, 22 (2008) 3, S.63-88 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0830-0445
Schlagwörter	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; Florida; New York + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Geisteswissenschaften; Distance study; Distance learning; Fernunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Fragebogen; Telephone interview; Telefoninterview; Qualitative Forschung; Statistische Analyse; Fakultät; Collegestudent
Abstract	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.) (As Provided).
Anmerkungen	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@gmail.com; Web site: http://www.jofde.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10