From online enhanced to wholly online: reflections on e-learning developments in teaching psychology

Deakin University has determined that every undergraduate student enrolled from 2004 will undertake at least one unit wholly online, without the usual face to face teaching that is a major component in on campus study. In response to this policy, Research methods in psychology has been developed as a wholly online unit and offered in 2004 as one of the first wholly online units to be run in the University. The design of the unit builds on the development and use of digital media and online technologies in teaching first and second year units. This paper outlines the antecedents of the unit’s design and operation, along with its current wholly online teaching and learning environment. The relationship between the use of digital resources and online features is mapped against key concepts and skills to be mastered in the unit. Distinctive student attributes to be developed in relation to the subject being offered wholly online are considered. The move to new e-learning territories of wholly online environments raises important research questions. An approach to researching wholly online teaching and learning environments in the discipline of psychology is detailed as a response to illuminating key dimensions of a significant development in e-learning in higher education.

[1]  P. Candy.  Developing lifelong learners through undergraduate education , 1994 .

[2]  Christine Armatas,et al.  Issues arising from an online resource-based learning approach in first year psychology , 2002, ASCILITE.

[3]  Barry Harper,et al.  User control and task authenticity for spatial learning in 3D environments , 2004 .

[4]  Erwin Staudt,et al.  The future of learning - learning for the future: shaping the transition , 2001 .

[5]  Clarice P. Gressard,et al.  Reliability and Factorial Validity of Computer Attitude Scales , 1984 .

[7]  Mary Peat,et al.  Learning human biology: Student views on the usefulness of IT materials in an integrated curriculum , 2002 .

[8]  Ron Oliver,et al.  Exploring the practice and development of generic skills through Web-based learning , 2001 .

[9]  Dale Holt,et al.  Contemporary Learning Environments: Designing e-Learning for Education in the Professions , 2003 .

[10]  Dale Holt,et al.  Creating and sustaining quality e-learning environments of enduring value for teachers and learners , 2003 .

[11]  Thomas C. Reeves,et al.  Patterns of engagement in authentic online learning environments , 2003, ASCILITE.

[12]  John G. Hedberg,et al.  Recommendations for Teaching in a Distributed Learning Environment: The Students' Perspective. , 2002 .

[14]  Mary Frances Rice,et al.  Impacts of an online-supported, resource-based learning environment: does one size fit all? , 2003, Distance Education.

[15]  N. Entwistle,et al.  Enhancing teaching-learning environments in undergraduate courses , 2006 .

[16]  John B. Biggs,et al.  Teaching for Quality Learning at University: What the Student Does , 1999 .