ERIC Number: EJ1021513
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 37
Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science
Taffs, Kathryn H.; Holt, Julienne I.
Journal of Geography in Higher Education, v37 n4 p500-514 2013
The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental science. A case study demonstrates that where resources are embedded into the curriculum they are highly valued by students with on average 83% of the class accessing files. Students were confident at writing tasks indicating that the resources effectively met their needs and expectations and enabled them to further develop discipline-specific writing skills. Scaffolded e-learning resources, designed around the identified threshold concepts of writing within the discipline, incorporating a knowledge narrative of explicit instruction and a strong teacher presence, delivered in a sequential manner and embedded into the curriculum, are valued and highly used by students in academic writing tasks.
Descriptors: Electronic Learning, Environmental Education, Academic Discourse, Information Technology, Instructional Design, College Students, Scaffolding (Teaching Technique), Educational Resources, Internet, Handheld Devices, Audio Equipment, Information Dissemination, Video Technology, Student Attitudes, Statistical Analysis, Questionnaires, Self Esteem, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia