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ERIC Number: EJ1021513
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0309-8265
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia