Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Distance Education and ‘Discovery Learning’ in First-year Journalism: A Case in Subject Improvement

Distance Education and ‘Discovery Learning’ in First-year Journalism: A Case in Subject Improvement This article examines the implications of adopting a discovery learning education model for distance education students in a first-year undergraduate journalism subject. It reviews subject enhancement strategies against learning theory and analyzes the ways students are engaged with subject content and assessment. Results of subject redesign included increased student satisfaction, greater retention and higher grades despite the increase in overall assessment requirements. It demonstrates that discovery learning based on group work and social engagement can be adopted in a distance education environment with positive outcomes. This article maps how a subject designed initially to align with a cognitivist/behaviourist model progressed to adopting a social constructivist approach. It concludes with a discussion of the issues associated with that transition. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Media Educator SAGE

Distance Education and ‘Discovery Learning’ in First-year Journalism: A Case in Subject Improvement

Ames, Kate
Asia Pacific Media Educator , Volume 26 (2): 12 – Dec 1, 2016
Download PDF
12 pages

Loading next page...
 
/lp/sage/distance-education-and-discovery-learning-in-first-year-journalism-a-U7dJesu2vr
Publisher
SAGE
Copyright
© 2016 University of Wollongong
ISSN
1326-365X
eISSN
2321-5410
DOI
10.1177/1326365X16669196
Publisher site
See Article on Publisher Site

Abstract

This article examines the implications of adopting a discovery learning education model for distance education students in a first-year undergraduate journalism subject. It reviews subject enhancement strategies against learning theory and analyzes the ways students are engaged with subject content and assessment. Results of subject redesign included increased student satisfaction, greater retention and higher grades despite the increase in overall assessment requirements. It demonstrates that discovery learning based on group work and social engagement can be adopted in a distance education environment with positive outcomes. This article maps how a subject designed initially to align with a cognitivist/behaviourist model progressed to adopting a social constructivist approach. It concludes with a discussion of the issues associated with that transition.

Journal

Asia Pacific Media Educator – SAGE

Published: Dec 1, 2016

There are no references for this article.