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Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science
ARTICLE

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Journal of Geography in Higher Education Volume 37, Number 4, ISSN 0309-8265

Abstract

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.

Citation

Taffs, K.H. & Holt, J.I. (2013). Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science. Journal of Geography in Higher Education, 37(4), 500-514. Retrieved October 1, 2020 from .

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