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dc.contributor.authorCowie, Bronwen
dc.contributor.authorKhoo, Elaine G.L.
dc.date.accessioned2014-12-07T22:30:17Z
dc.date.available2014
dc.date.available2014-12-07T22:30:17Z
dc.date.issued2014
dc.identifier.citationCowie, B., & Khoo, E. G. L. (2014). Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism. Education Sciences, 4(1), 87–107. http://doi.org/10.3390/educsci4010087en
dc.identifier.urihttps://hdl.handle.net/10289/8916
dc.description.abstractThis paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching–learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task—teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants’ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice.
dc.format.mimetypeapplication/pdf
dc.languageaa
dc.language.isoen
dc.publisherMDPI - Open Access Publishing
dc.rights© 2014 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/)
dc.subjectdigital tools
dc.subjectuniversity
dc.subjectpedagogy
dc.subjectstudent learning
dc.subjectdisciplinary practice
dc.subjectsociocultural theory
dc.titleDigital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism
dc.typeJournal Article
dc.identifier.doi10.3390/educsci4010087
dc.relation.isPartOfEducation Sciences
pubs.begin-page87
pubs.elements-id82641
pubs.end-page107
pubs.issue1
pubs.volume4
dc.identifier.eissn2227-7102


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