CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Blended support of undergraduate interdisciplinary research
Tác giả
van Lambalgen R.
Năm xuất bản
2020
Source title
International Conference on Higher Education Advances
Số trích dẫn
0
DOI
10.4995/HEAd20.2020.11083
Liên kết
Tóm tắt
This paper discusses blended support for undergraduate students to perform interdisciplinary research in teams. Interdisciplinary research is a complex process that consists of multiple steps and requires collaboration with people from different backgrounds. This paper presents research done at Liberal Arts and Sciences, Utrecht University (LAS), where students learn to do interdisciplinary research as part of the core curriculum. Considering the complexity of doing interdisciplinary research, it is important that students are guided in this process. Blended support that combines technology-mediated guidance and face-to-face meetings would be of use to help students become more independent interdisciplinary researchers. This paper explores preferences in blended support, based on a survey and interviews with second and third year students and with undergraduate research supervisors at LAS, UU. Results indicated that there are different activities during the interdisciplinary research process where technology-mediated support would be of value. However, students and supervisors especially value meeting face-to-face when doing interdisciplinary integration. This should be taken into account when designing a blended framework for support of undergraduate interdisciplinary research. © This work is licensed under a Creative Commons License CC BY-NC-ND 4.0
Từ khóa
Blended learning; Educational technology; Interdisciplinary education; Undergraduate research
Tài liệu tham khảo
Dabbagh N., Kitsantas A., Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning, Internet and Higher Education, 15, 1, pp. 3-8, (2012); Davidovitch N., Yavich R., The Effect of Smart Boards on the Cognition and Motivation of Students, Higher Education Studies, 7, 1, (2017); Garrison D. R., Kanuka H., Blended learning: Uncovering its transformative potential in higher education, Internet and Higher Education, 7, 2, pp. 95-105, (2004); Ginns P., Ellis R., Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning, Internet and Higher Education, 10, 1, pp. 53-64, (2007); Heinze A., Heinze B., Blended e-learning skeleton of conversation: Improving formative assessment in undergraduate dissertation supervision, British Journal of Educational Technology, 40, 2, pp. 294-305, (2009); Jaldemark J., Lindberg O., Technology-mediated supervision of undergraduate students' dissertations, Studies in Higher Education, 38, 9, pp. 1382-1392, (2012); Newell W., Decision Making in Interdisciplinary Studies, pp. 245-264, (2006); Repko A., Szostak R., Interdisciplinary Research: Process and Theory, (2016); Shea P., Bidjerano T., Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments, Computers and Education, 55, 4, pp. 1721-1731, (2010)
Nơi xuất bản
Universitat Politecnica de Valencia
Hình thức xuất bản
Conference paper
Open Access
All Open Access; Green Open Access; Hybrid Gold Open Access
Nguồn
Scopus