Keeping your distance:

1. Keeping your distance: Disciplinary differences and the impact on online design and delivery Dr. Martha Cleveland-Innes

2. More likely is discussion that identifies online practice that will work across disciplines rather that outlining what needs to happen to preserve disciplinary traditions and requirements. (Higgison, 2000)

3. How much attention to details …. To date, little research has been done that “investigates the ways in which academic practice varies in relation to digital resources,” (Jones, Zenios & Griffiths, 2004) in spite of much research that identifies differences in teaching practice across disciplines (Donald, 2000).

4. Disciplinary differences ..... growing chasm of attitudes, understanding, and funding which we witness ….. when it comes to differences in the disciplines. E-learning, and the development and application of tools for use in teaching and learning, has highlighted this even further. Lee, 2005

5. View from the literature From Becher (1989; 1994) Academic Tribes and Territories • Each discipline has a unique culture, epistemology, criteria for excellence, approach to collaboration, and dissemination strategies • The nature of inquiry and therefore of teaching is defined differently within the disciplines

6. View from the literature There is increasing demand to help students learn how to conceptualize, analyze, and reason. Learning to Think presents a model of learning that takes into account the different ways learning occurs in different academic disciplines and explores the relationship between knowledge and thinking processes. Donald (2002) Teaching and learning in their disciplinary contexts: A conceptual analysis. Neumann, R., Parry, S., & Becher, T. (2002).

7. View from the practitioners Students’ experience, outcomes and value determined by the instructional design in combination with the technology Any technology can be orchestrated in a variety of ways Focus on the learner’s experience considered in relation to the nature of the subject taught Peer-to-peer interaction builds community of learning and can develop higher thinking skills in most domains

8. A common online quality matrix?

9. How much, and in what way, does subject-matter matter?

10. Premises Disciplinary differences • are present • impact teaching and learning • affect design in online distance delivery • are important quality considerations How are disciplinary differences present in online distance delivery?

11. The Study • In-depth interviews with 19 faculty in two single mode distance education institutions about design differences in online education • Analysis using Biglan’s (1973) taxonomy of disciplinary differences.

12. Biglan’s taxonomy

13. Physics Chemistry Mathematics Botany Geology Biology History Anthropology Philosophy Sociology Psychology English Engineering Computer Technology Mechanical Engineering Agricultural Studies Civil Engineering Medicine Education Management Studies Accounting Economics Marketing Hard Soft Pure Applied

14. Cumulative; atomistic; concerned with universals, quantities, simplification; resulting in discovery and explanation Physics Chemistry Mathematics Botany Geology Biology Knowledge Orientation - Hard Pure

15. Reiterative; holistic (organic/river like); concerned with particulars, qualities, complication; resulting in understanding and interpretation. History Anthropology Philosophy Sociology Psychology English Knowledge Orientation - Soft Pure

16. Purposive, pragmatic, (know-how via hard knowledge); concerned with mastery of physical environment; resulting in products/techniques. Engineering Computer Technology Mechanical Engineering Agricultural Studies Civil Engineering Medicine Knowledge Orientation - Hard Applied

17. Functional; utilitarian (know-how via soft knowledge); concerned with enhancement of [semi] professional practice; resulting in protocols procedures. Education Management Studies Accounting Economics Marketing Knowledge Orientation – Soft-Applied

18. What is the uniqueness of …..

19. What is the essential pedagogy in ….

20. What are the online design requirements for ….

21. Does Biglan’s Categorization work ….

22. Current Conclusion Out of the roster of all possible online platforms, design options and pedagogical activities, different subjects are creating different configurations of online learning experiences.

23. Next steps • Expand data collection • What is essential across subjects • How is quality measured across subjects

24. Support for disciplinary differences • Clarify and make explicit underlying disciplinary teaching practices • Build consensus around and respect a model of sound online pedagogy • Identify technologies best suited to teaching and learning in disciplinary categories • Create transformation models such that discipline- or subject-specific materials can be adapted for different disciplines or subjects • Ensure the keystones of distance and distributed learning – access, choice and flexibility – is maintained across disciplines • Guard against learning technologies shaping the way subjects are taught

25. Sincere thanks to the Mission Critical Research fund committee at Athabasca University for support of this project. Keeping your distance: Disciplinary differences and the impact on online design and delivery Dr. Martha Cleveland-Innes martic@athabascau.ca