E-Learning, Ethics and ‘Non-traditional’ Students
Space to Think Aloud
Dados Bibliográficos
| ID | 12901899 |
|---|---|
| Autores | Alison Higgs (0000-0002-8180-7900, Open Geospatial Consortium, autor correspondente) |
| Ano | 2012 |
| Volume | 6 |
| Fascículo | 4 |
| Páginas | 386-402 |
| Data de publicação | 2012-03-13 |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Ethics and Social Welfare (JOURNAL) |
| Identificadores do periódico | ISSN: 1749-6535 • E-ISSN: 1749-6543 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17496535.2012.654496 |
| OpenAlex | W2094548601 |
| Idioma | EN |
| Citações recebidas | 2 |
| Referências citadas | 25 |
This paper considers the piloting of an online learning component of a final-year social work degree ethics module at an inner-city English university. An Action Research approach was used to evaluate this pilot project and the paper illustrates how students were involved in developing and designing the teaching programme as part of the Action Research cycle. The paper explores theoretical aspects of e-learning pedagogy through an analysis of issues emerging during the planning and delivery of this pilot project. The cognitive and affective impact of both face-to-face and electronic learning is discussed. It is suggested that some students may experience e-learning as a safe space for thinking about ethical dilemmas. The challenges for teachers and learners are highlighted and the author argues that in order to support student learning, online teaching needs to be carefully designed and appropriately resourced
Action (physics · Action research · Component (thermodynamics · Face (sociological concept · Mathematics education · Pedagogy · Sociology · Work (physics · Computer Science · Engineering · Higher Education Practises and Engagement · Online and Blended Learning · Psychology · Social Work Education and Practice
| Citações por ano | 0,29 |
|---|---|
| Intervalo de citações | 2019 - 2025 (7) |
| Altamente citado | Não |