Welcome to the InfoSci Platform
Reference Hub1
Using "Blended Learning" to Develop Tertiary Students' Skills of Critique

Using "Blended Learning" to Develop Tertiary Students' Skills of Critique

Paul Lajbcyier, Christine Spratt
Copyright: © 2007 |Pages: 18
ISBN13: 9781599042589|ISBN10: 1599042584|EISBN13: 9781599042602
DOI: 10.4018/978-1-59904-258-9.ch001
Cite Chapter Cite Chapter

MLA

Lajbcyier, Paul, and Christine Spratt. "Using "Blended Learning" to Develop Tertiary Students' Skills of Critique." Integrating Information & Communications Technologies Into the Classroom, edited by Lawrence A. Tomei, IGI Global, 2007, pp. 1-18. https://doi.org/10.4018/978-1-59904-258-9.ch001

APA

Lajbcyier, P. & Spratt, C. (2007). Using "Blended Learning" to Develop Tertiary Students' Skills of Critique. In L. Tomei (Ed.), Integrating Information & Communications Technologies Into the Classroom (pp. 1-18). IGI Global. https://doi.org/10.4018/978-1-59904-258-9.ch001

Chicago

Lajbcyier, Paul, and Christine Spratt. "Using "Blended Learning" to Develop Tertiary Students' Skills of Critique." In Integrating Information & Communications Technologies Into the Classroom, edited by Lawrence A. Tomei, 1-18. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59904-258-9.ch001

Export Reference

Mendeley
Favorite

Abstract

Devising pedagogical strategies that will engage students in ways which will assure the development of their skills of critique and analysis presents a challenge to tertiary teachers. This chapter draws on data from a recent case-based evaluation study to argue that innovative assessment and the development of social presence in online learning environments can contribute to developing skills of critique and analysis in tertiary students. The paper is underpinned by the belief that creative thinking about curriculum issues must continue to lead debates about tertiary pedagogy, the use of educational technologies and online learning. It concludes by posing implications for further research in pedagogical practices in tertiary settings, in particular it presents a discussion of the potential of ‘blended learning’ and ‘variation theory’ for leading such research.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.