Disciplinary Differences in Course Planning

Stark, Joan S.; Lowther, Malcolm A.; Bentley, Richard J.; Martens, Gretchen G.

doi:10.1353/rhe.1990.0025

Cited by 39 publications

(25 citation statements)

References 8 publications

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“…Younger students and female students wanted more vocational guidance from their tutors than older students, whereas the nature of the discipline that they are teaching. The latter beliefs in turn seem to have a direct influence on teaching practices (see Braxton & Hargens, 1996;Stark, 2000;Stark, Lowther, Bentley, & Martens, 1990;Stark, Lowther, Ryan, & Genthon, 1988). This idea would be worth exploring in the context of tutoring in distance education.…”

Section: Resultsmentioning

confidence: 99%

Student and tutor perceptions of effective tutoring in distance education

2009

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Questionnaire responses of 457 students and 602 tutors were used to investigate conceptions of a 'good tutor'. In each case, factor analysis identified scales that reflected key constructs; cluster analysis identified subgroups with different patterns of scale scores; and discriminant analysis determined the scales that contributed the most to differences among the clusters.Both sets of data yielded conceptions of tutoring that were described as task-oriented and student-oriented, respectively. The students' data yielded an additional, career-oriented conception. The tutors' data yielded two additional conceptions that were described as knowledge-oriented and impersonal, respectively. The distribution of the tutors' conceptions (but not that of the students' conceptions) varied across different faculties, suggesting that tutors from different disciplines have different beliefs about effective tutoring. The study suggests that both tutors and students would benefit from having a better appreciation of the importance of support in facilitating learning.

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Section: Resultsmentioning

confidence: 99%

Student and tutor perceptions of effective tutoring in distance education

2009

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“…One important factor is context, as it shapes the way faculty will design a course to meet the needs and expectations of a certain group of learners, a program, institution, or country. Stark, Lowther, Bentley, and Martens (1990) studied several disciplines and identified through factor analysis eight contextual influences on faculty course planning. The level of importance of these factors in order of rank are: 1 Student characteristics, 2 Student goals, 3 Pragmatic issues, 4 Influences external to the college or university, 5 (tie) Program and college goals, 5 (tie) Advice available on campus, 5 (tie) Literature on teaching and learning, and 6 Facilities, resources, opportunities, assistance.…”

Section: Review Of Literaturementioning

confidence: 99%

IRRODL Volume 15, Number 2

Authors

2014

IRRODL

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Editorial -Volume 15, Issue Number 2 Nn OnlineCourses Rory McGreal Co-Editor, IRRODLThis spring edition of IRRODL begins with several articles describing open educational resources (OER) followed by some financial considerations and a MOOC investigation.These papers will also be included in the OERKnowledgeCloud, which is supported by the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chairs in three countries. (I am one of them.) For those readers, who are interested in OER and MOOCs, I would recommend that they visit this repository of more than 600 research articles and reports on issues of relevance to researchers in the field. These are followed by papers on student interaction and support as well as synchronous and asynchronous learning. The later articles investigate blended learning, educational research, and the mobile cloud. MOOCs can be seen as a development emerging from the OER movement. In his blog mining analysis of MOOCs, Chen highlights some of the challenges that need to be addressed to ensure sustainability. In contrast, Marty, focuses on monetizing distance education, with fieldwork analyzing the cultural evolution of a French educational institution from a "public good" mandate to a commercial orientation.The next topic includes the themes of interactivity and student support. Wang et al.provide us with a framework for analyzing interaction within a connectivist paradigm with four levels (operation, wayfinding, sensemaking, and innovation). Barberà et al. This edition is rounded off with two articles. Teräs and Herrington, using an iterative design and rapid prototyping, show how this helps to "refine design principles" for an authentic elearning programme. Wang et al. provide us with a case study of mobile learning using cloud computing in a higher education institution.The notes sections include a critique of MOOCs by V. Dolan followed by a book review by T. Anderson. Mass Customization of Education by an AbstractOne of the claims the OER movement makes is that availability of (open) digital learning materials improves the quality of education. The promise is the ability to offer educational programs that take into account specific demands of the learner. The question is how to reach a situation where a customized demand can be met using OER with acceptable quality against acceptable costs. This situation resembles mass customization as is common in industry for several decades now. Techniques from an industry where an end product is assembled with the demands of the customer as a starting point can be translated to the field of education where courses and learning paths through a curriculum are assembled using a mixture of open and closed learning materials and learning services offered by an institution. Advanced IT support for both the modeling of the learning materials and services and a configurator to be used by a learner are necessary conditions for this approach.

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“…Is technology seen as an intrinsically important tool of knowledge production akin to laboratory equipment? Stark et al (1990) recommend, and common sense would suggest, that faculty need to pay more specific and systematic attention, to student goals, particularly as they relate to perceptions of the • use of technology in their achievement…”

Section: Faculty Assumptions About Studentsmentioning

confidence: 99%

“…In this connection, the support of peers has been noted as important Willis (1992) argues that a way to increase acceptance of technology in many areas is to focus on the role of social technology in supporting integration of information technology into teaching. These concerns blend into another aspect of the model, the environmental context Environmental Context A fourth factor bearing on the understanding of disciplinary differences in the use of technology in teaching relates to an individual's institutional context In the Stark et al (1990) study on course planning cited above, the context in which teaching occurred was noted as important, though not as important as the disciplinary teaching field. Percentages of faculty reporting contextual factors as strongly influencing their decisions varied widely with the average being one in five.…”

Section: Preparation For and Experience As A Teachermentioning

confidence: 99%

“…In recent years, research has begun to focus on these disciplinary differences and what they may mean for college teachers in their work (Andresen, Barrett, Powell, & Wieneke, 1985;Stark, Lowther, Bentley & Martens, 1990). A major finding in this work has been that the faculty member's discipline is a major factor in shaping the several aspects of course planning and teaching (Stark & Lowther, 1990).…”

Section: Introductionmentioning

confidence: 99%

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Disciplinary Differences and the Integration of Technology into Teaching

Waggoner

1994

Journal of Information Technology for Teacher Education

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The preparation of teachers involves academics from across the disciplinary spectrum but research on the differences between academic disciplines has revealed that a faculty member's discipline is a major factor in shaping the several aspects of course planning and teaching. The purpose of this paper is to present a model for investigating disciplinary differences as they may relate to teaching with technology, thereby enabling more effective integration of technology into the curriculum. Components of the model include: the structure and ethos of the discipline; preparation for, and experience as, a teacher; faculty assumptions about students; faculty beliefs and perceptions about technology; and the environmental context

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Disciplinary Differences in Course Planning

Cited by 39 publications

References 8 publications

Student and tutor perceptions of effective tutoring in distance education

Student and tutor perceptions of effective tutoring in distance education

IRRODL Volume 15, Number 2

Disciplinary Differences and the Integration of Technology into Teaching

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