Educ. Sci. 2014, 4(1), 87-107; doi:10.3390/educsci4010087
Article

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

Received: 27 October 2013; Accepted: 5 February 2014 / Published: 20 February 2014
(This article belongs to the Special Issue eLearning: Exploring Digital Futures in the 21st Century)
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract: 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.
Keywords: digital tools; university; pedagogy; student learning; disciplinary practice; sociocultural theory
PDF Full-text Download PDF Full-Text [491 KB, uploaded 20 February 2014 12:15 CET]

Export to BibTeX |
EndNote


MDPI and ACS Style

Cowie, B.; Khoo, E. Digital Tools Disrupting Tertiary Students’ Notions of Disciplinary Knowledge: Cases in History and Tourism. Educ. Sci. 2014, 4, 87-107.

AMA Style

Cowie B, Khoo E. Digital Tools Disrupting Tertiary Students’ Notions of Disciplinary Knowledge: Cases in History and Tourism. Education Sciences. 2014; 4(1):87-107.

Chicago/Turabian Style

Cowie, Bronwen; Khoo, Elaine. 2014. "Digital Tools Disrupting Tertiary Students’ Notions of Disciplinary Knowledge: Cases in History and Tourism." Educ. Sci. 4, no. 1: 87-107.

Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert