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Relationship Between Academics’ Educational Beliefs and Their Design and Use of Computer Facilitated Learning
PROCEEDINGS

, Griffith University, Australia ; , RMIT University, Australia ; , Griffith University, Australia ; , La Trobe University, Australia

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The leaders of 24 computer facilitated learning projects in higher education were interviewed about their educational beliefs and practices, and the transcripts and associated documents were coded on 16 belief and 16 practice dimensions. Shared patterns of beliefs and practices were sought by clustering the projects with the aid of hierarchical methods. Three example profiles are provide to illustrate the belief/practice connections which, although apparent, are not simply defined. Subsequent analyses will be based upon project narratives.

Citation

Bain, J.D., McNaught, C., Mills, C. & Lueckenhausen, G. (2000). Relationship Between Academics’ Educational Beliefs and Their Design and Use of Computer Facilitated Learning. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1251-1253). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 3, 2020 from .

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