Asynchronous Learning: Technology and Pedagogical Strategy in a Distance Learning Course

Jaffee, David

doi:10.2307/1319295

Cited by 72 publications

(50 citation statements)

References 2 publications

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“…Inhibitions may be particularly acute in the first few months of study for overseas students when they are adapting to a new culture, language and learning environment (Scheyvens et al, 2003). This evidence supports findings from past research (Harasim, 1990;Jaffee, 1997) and responds to the call for additional research into the inclusion of participation through online discussions as a way of democratizing the educational experience (Benson et al, 2002). This case, where the quieter students were from overseas, also points to the benefits of inclusion of online activities for enhancing the internationalization of the classroom.…”

Section: Online Discussion Forum To Extend Active Learning Beyond Clasupporting

confidence: 84%

Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

Dengler

2008

Journal of Geography in Higher Education

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This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related disciplines are considered. This case study further supports past research that suggests e-learning as a complement to the classroom (1) increases the opportunities for student participation; and (2) enhances the participation of students who may feel more inhibited to engage in discussions in a traditional classroom setting.

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Section: Online Discussion Forum To Extend Active Learning Beyond Clasupporting

confidence: 84%

Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

Dengler

2008

Journal of Geography in Higher Education

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“…While we acknowledge the limitations of this teaching mode, the DVD was not designed to replace this format, but instead to work within it. Apart from the administrative difficulties of replacing the traditional lecture and tutorial format, we note that studies demonstrate that this configuration is still highly valued by students (Daugherty and Funke, 1998;Jaffee, 1997). This structure encouraged students to see the DVD as play in that it is set apart from standard course material.…”

Section: The Dvd and Coursementioning

confidence: 98%

Pedagogy beyond the culture wars

West

Pudsey

Dunk-West

2011

Journal of Sociology

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In recent decades there have been various calls for a pedagogical revolution in universities to address a new technology-savvy generation of students. These developments have been met with concern about the postmodern relativizing of educational achievement and accusations of the 'dumbing down' of course content. Moving beyond such culture war divisions between orthodox and progressive worldviews, this article outlines how reference to popular culture and utilization of its styles can result in student re-engagement with traditional learning materials and formats. Drawing on focus group interviews with students from an introductory sociology class that incorporated a specifically designed DVD, we outline the individual and societal benefits of a de-differentiated pedagogy that combines traditional rationalist education with more playful forms of learning that directly link with students' life-worlds.

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“…Universities and colleges, programs, and educators are turning to technology to accomplish the task. Through the use of virtual learning and interactive activities, educators are finding that they can actually increase the quantity and quality of student interactions (Jaffee, 1997). While virtual learning exercises may be particularly suitable for the social sciences, Brooks (1997) has argued that the social sciences have lagged behind many other disciplines in adopting technology in the classroom.…”

Section: Changes To the Traditional Classroom Idea Of Teachingmentioning

confidence: 99%

The Effect of Data Analysis Modules in the Introductory Sociology Course: Lessons for the Social Sciences

Dietz

2006

Innov High Educ

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This article offers an evaluation of the implementation of the American Sociological Association's Integrating Data Analysis Project in a large introductory sociology course. This project was designed following an examination of the curricula of 13 disciplines that revealed that sociology failed to integrate empirical, quantitative literacy components throughout the undergraduate curriculum. Thus, efforts to introduce students to data analysis early and often were established as a best practice in the discipline. Results revealed that the students found the modules helped them understand the empirical nature of sociology. The students expressed an interest in participating in future research projects in sociology and/or other disciplines. They were not overly anxious about the quantitative literacy components of the course. Including on-line data analysis strategies using publicly available data and complimentary software represent cost and time-effective methods of introducing quantitative literacy into the social science classroom. Many social and behavioral sciences other than sociology have also discovered that their students lack a clear understanding of the relationship between empirical research and substantive topics within the discipline. Consequently, the lessons learned from the efforts of the ASA could be applied across many disciplines to form a more cohesive curriculum for many disciplines.

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Asynchronous Learning: Technology and Pedagogical Strategy in a Distance Learning Course

Cited by 72 publications

References 2 publications

Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

Pedagogy beyond the culture wars

The Effect of Data Analysis Modules in the Introductory Sociology Course: Lessons for the Social Sciences

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