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Discipline differences in role and use of ICT to support group‐based learning
Author(s) -
Hammond N.,
Bennett C.
Publication year - 2002
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1046/j.0266-4909.2001.00211.x
Subject(s) - information and communications technology , mathematics education , psychology , discipline , pedagogy , higher education , sociology , knowledge management , social science , computer science , political science , world wide web , law
Small‐group teaching and learning is traditionally central to UK Higher Education. This paper explores how disciplines differ in their use of information and communication technologies (ICT) to support small‐group activities. A framework for considering discipline differences and evidence from surveys and case studies conducted by the ASTER Project are presented. While many uses of ICT are common across the disciplines studied (drawn from the Humanities, Physical Sciences and Psychology), there are also some striking differences, in particular the infrequent use of ICT to facilitate discussion in the Physical Sciences compared to the pattern of use in the other disciplines studied. It is vital that such differences are considered when advising on the take‐up of innovative teaching and learning methods.