Digital Tools Disrupting Tertiary Students’ Notions of Disciplinary Knowledge: Cases in History and Tourism

Education Sciences

Elaine Khoo¹  Bronwen Cowie¹ 

[1] Wilf Malcolm Institute of Educational Research, Faculty of Education, The University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand;

关键词: digital tools;    university;    pedagogy;    student learning;    disciplinary practice;    sociocultural theory;   

DOI  :  10.3390/educsci4010087

来源: DOAJ

【 摘 要 】

This 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.

【 授权许可】

Unknown