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ERIC Number: EJ815691
Record Type: Journal
Publication Date: 2007-May
Pages: 14
Abstractor: ERIC
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1551-2169
The Big E: How Electronic Information Can Be Fitted into the Academic Process
Dolowitz, David P.
Journal of Political Science Education, v3 n2 p177-190 May 2007
For the past decade the buzz words in teaching and learning have consisted of "the knowledge economy," "information literacy," and "transferable skills." The idea being; ensure students emerge from higher education with the skills needed to participate in the "knowledge economy." In response academics have increasingly been encouraged to integrate electronic learning (e-learning) materials, assignments, and technology into their teaching practices. Political science academics have found themselves under pressure to utilize e-technologies in the classroom, and many students have come to expect academics to integrate e-technology into their teaching practices. Some political scientists argue that e-technologies are more damaging to the undergraduate research and learning processes than they are worth, and that, without efforts by academics, the online environment will end up with students losing "the ability to see the links between information" and "to think laterally" (Hewitson, 2001). While accepting that there are drawbacks to the use of e-technology in the learning process, this article will discuss how students, with effort and thought, can be directed towards full information literacy. It will argue that for this to happen three subprocesses will need to occur: (1) as a profession, political scientists will need to develop their own teaching and learning strategies (and expectations) to guide students through the active and appropriate engagement with the academic side of the e-learning environment; (2) many of the research skills that political science students have traditionally acquired over the course of their undergraduate studies will need to be "actively" reapplied in light of the existence and use of these technologies; and (3) students are going to have to be convinced that they do not enter higher education knowing everything there is to know about e-learning, its web-based components, and how these can best be used in academic research. (Contains 16 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Liverpool)