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Using Digital Libraries to Support Undergraduate Learning in Geomorphology

Using Digital Libraries to Support Undergraduate Learning in Geomorphology

Stephen Darby, Sally J. Priest, Karen Fill, Samuel Leung
Copyright: © 2009 |Pages: 24
ISBN13: 9781599049809|ISBN10: 1599049805|ISBN13 Softcover: 9781616925925|EISBN13: 9781599049816
DOI: 10.4018/978-1-59904-980-9.ch005
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MLA

Darby, Stephen, et al. "Using Digital Libraries to Support Undergraduate Learning in Geomorphology." E-Learning for Geographers: Online Materials, Resources, and Repositories, edited by Philip Rees, et al., IGI Global, 2009, pp. 76-99. https://doi.org/10.4018/978-1-59904-980-9.ch005

APA

Darby, S., Priest, S. J., Fill, K., & Leung, S. (2009). Using Digital Libraries to Support Undergraduate Learning in Geomorphology. In P. Rees, L. MacKay, D. Martin, & H. Durham (Eds.), E-Learning for Geographers: Online Materials, Resources, and Repositories (pp. 76-99). IGI Global. https://doi.org/10.4018/978-1-59904-980-9.ch005

Chicago

Darby, Stephen, et al. "Using Digital Libraries to Support Undergraduate Learning in Geomorphology." In E-Learning for Geographers: Online Materials, Resources, and Repositories, edited by Philip Rees, et al., 76-99. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-980-9.ch005

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Abstract

In this chapter we outline the issues involved in developing, delivering, and evaluating a Level 2 undergraduate module in fluvial geomorphology. The central concept of the module, which was designed to be delivered in a “blended” mode, involving a combination of traditional lectures and online learning activities, was the use of online digital library resources, comprising both data and numerical models, to foster an appreciation of physical processes influencing the evolution of drainage basins. The aim of the module was to develop the learners’ knowledge and understanding of drainage basin geomorphology, while simultaneously developing their abilities to (i) access spatial data resources and (ii) provide a focus for developing skills in scientific data analysis and modeling. The module adopts a global perspective, drawing on examples from around the world. We discuss the process of course and assessment design, explaining the pedagogy underlying the decision to adopt blended delivery. We share our teaching experiences, involving a particular combination of “face-to-face” lectures and online sessions, complemented by independent online learning, and supported by the associated virtual learning environment. Finally, we discuss the issues highlighted by a comprehensive module evaluation.

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