Wholly online learning in environmental science Miller, Kelly 2007, Wholly online learning in environmental science, International journal of learning, vol. 13, no. 10, pp. 95-103. Attached Files Name Description MIMEType Size Downloads miller-whollyonline-2007.pdf Published version application/pdf 381.27KB 139 Title Wholly online learning in environmental science Author(s) Miller, Kelly Journal name International journal of learning Volume number 13 Issue number 10 Start page 95 End page 103 Publisher Common Ground Publishing Place of publication Altona, Vic. Publication date 2007 ISSN 1447-9494 1447-9540 Keyword(s) online learning environmental science collaborative group work Summary In recent years there has been a significant shift in the way courses and subjects are delivered to students in tertiary institutions. Advances in technology have resulted in a change to the traditional face-to-face lecture and tutorial teaching format, with many subjects in tertiary education now available online. Although research has explored the advantages and disadvantages of online learning, there has been little attention paid to this teaching format in the field of environmental science. In particular, there is little evidence in the literature to suggest that this method of teaching is appropriate for studies in environmental science or for environmental science students. This study examined the outcomes from a wholly online subject in environmental science at Deakin University, Australia. More specifically, the study aimed to investigate student views about online learning in environmental science as well as online group work. Questionnaires were distributed to all students who completed the core second year subject Society and Environment in semester 1, 2005. Although many of the responding students (n = 48) recognised the benefits of wholly online learning, the findings suggest that most prefer to learn in a face-to-face environment. This paper examines the implications of these findings for future online teaching methods in this discipline. Notes Reproduced with kind permission of the copyright owner. Readers must contact Common Ground publishing for permission to reproduce this article. Language eng Field of Research 130303 Education Assessment and Evaluation HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2007, Common Ground Publishing Persistent URL http://hdl.handle.net/10536/DRO/DU:30007200 Document type: Journal Article Collections: School of Life and Environmental Sciences Higher Education Research Group Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Wed, 10 Dec 2008, 12:58:06 EST Tue, 31 Mar 2009, 12:57:37 EST Mon, 27 Jun 2011, 13:36:21 EST Mon, 27 Jun 2011, 13:39:50 EST Fri, 15 Jul 2011, 11:12:44 EST Mon, 20 Feb 2012, 10:58:25 EST Mon, 16 Jun 2014, 08:30:13 EST Wed, 27 Aug 2014, 21:34:14 EST Tue, 06 Sep 2016, 10:35:47 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 561 Abstract Views, 139 File Downloads  -  Detailed Statistics Created: Mon, 29 Sep 2008, 08:49:26 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.