Dwayne Ripley
Biographic Data
| ID | 3941605 |
|---|---|
| NAME | Dwayne Ripley |
| GIVEN NAMES | Dwayne |
| FAMILY NAME | Ripley |
| SIGNATURE | RIPLEY D |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0002-7812-0614 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Variation in approaches to interdisciplinary teaching and learning
Approaches to teaching and learning have been shown to play a significant role in disciplinary higher education but need further investigation in the context of interdisciplinary courses. This study uses phenomenographic interviews to address the question: How do course leaders approach teaching and learning in interdisciplinary courses? Analysis shows that course leaders approach interdisciplinary teaching and learning in four qualitatively diff…
Interdisciplinary course design processes
Course leaders’ conceptions of the purpose of interdisciplinary education
Universities are expanding the number of interdisciplinary courses they offer. These courses are often developed at the fringes of universities and academic departments by course leaders who often have significant design and teaching autonomy. Course leaders’ conceptions of the purpose of interdisciplinary education shape their decisions about course outcomes, content, and educational approaches, yet little is known about the rationales underlyin…
A phenomenographic exploration of course leaders' understandings of interdisciplinarity
The number of interdisciplinary courses being developed in higher education across different countries is increasing. The people responsible for developing and enacting interdisciplinary courses can have significant design and teaching autonomy, but little is known about how they understand interdisciplinarity. This study uses phenomenographic interviews to address the question: how do interdisciplinary course leaders understand interdisciplinari…
No prominent works on this page.
A phenomenographic exploration of course leaders' understandings of interdisciplinarity
The number of interdisciplinary courses being developed in higher education across different countries is increasing. The people responsible for developing and enacting interdisciplinary courses can have significant design and teaching autonomy, but little is known about how they understand interdisciplinarity. This study uses phenomenographic interviews to address the question: how do interdisciplinary course leaders understand interdisciplinari…
Course leaders’ conceptions of the purpose of interdisciplinary education
Universities are expanding the number of interdisciplinary courses they offer. These courses are often developed at the fringes of universities and academic departments by course leaders who often have significant design and teaching autonomy. Course leaders’ conceptions of the purpose of interdisciplinary education shape their decisions about course outcomes, content, and educational approaches, yet little is known about the rationales underlyin…
Variation in approaches to interdisciplinary teaching and learning
Approaches to teaching and learning have been shown to play a significant role in disciplinary higher education but need further investigation in the context of interdisciplinary courses. This study uses phenomenographic interviews to address the question: How do course leaders approach teaching and learning in interdisciplinary courses? Analysis shows that course leaders approach interdisciplinary teaching and learning in four qualitatively diff…
Interdisciplinary course design processes
Higher education (4 works) · Interdisciplinary Research and Collaboration (4 works) · Course evaluation (3 works) · Evaluation of Teaching Practices (3 works) · Phenomenography (3 works) · Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Autonomy (1 work) · Collaborative learning (1 work)