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Disciplinary Differences in E-Learning Instructional Design
ARTICLE

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JDE Volume 22, Number 3, ISSN 0830-0445 Publisher: Athabasca University Press

Abstract

Discipline is a vital, yet largely overlooked, factor in research on e-learning course design. This study investigated disciplinary differences in the instructional design of e-learning, by comparing how instructors of mathematics-related disciplines versus others: a) met the challenges of their discipline in e-learning and b) perceived the adequacy of course management systems (CMSs). Investigators used a two-phase method: a) qualitative telephone and face to face interviews, and b) web-based questionnaires. Mathematics instructors suggested very different disciplinary challenges and corresponding e-learning solutions. Mathematics-related instructors were significantly less likely to view prevailing e-learning models and CMSs as well-suited to their discipline. (Contains 7 tables and 2 figures.)

Citation

Smith, G.G., Torres-Ayala, A.T. & Heindel, A.J. (2008). Disciplinary Differences in E-Learning Instructional Design. The Journal of Distance Education / Revue de l'ducation Distance, 22(3), 63-88. Athabasca University Press. Retrieved November 18, 2019 from .

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