Boundary Breaking for Interdisciplinary Learning

Autor/inn/en	Kidron, Adi; Kali, Yael
Titel	Boundary Breaking for Interdisciplinary Learning
Quelle	In: Research in Learning Technology, 23 (2015), (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.3402/rlt.v23.26496
Schlagwörter	Foreign Countries; Interdisciplinary Approach; Undergraduate Students; Teaching Methods; Expertise; Concept Mapping; Technology Uses in Education; Models; Power Structure; Online Courses; Academic Achievement; Educational Innovation; Learning Processes; Statistical Analysis; Likert Scales; Questionnaires; Scoring Rubrics; Israel + Suchen Sie Ihr Suchwort? Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Expert appraisal; Concept Map; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analogiemodell; Online course; Online-Kurs; Schulleistung; Instructional innovation; Bildungsinnovation; Learning process; Lernprozess; Statistische Analyse; Likert-Skala; Fragebogen; Scoring formulas; Auswertungsbogen
Abstract	The purpose of this work is to contribute to the body of knowledge on processes by which students develop interdisciplinary understanding of contents, as well as to suggest technology-enhanced means for supporting them in these processes in the context of higher education. In doing so, we suggest a rethinking of three traditional practices that tend to characterise typical higher education instruction: (1) compartmentalisation of disciplines; (2) traditional pedagogy; and (3) traditional hierarchies based on levels of expertise. Our high-level conjecture was that meaningful dialogue with peers and experts supports both the deepening of ideas in one knowledge domain and the formation of connections between ideas from several domains, both of which are required for the development of interdisciplinary understanding. We developed the "Boundary Breaking for Interdisciplinary Learning" (BBIL) model, which harnesses technology to break boundaries between disciplines, learners and organisational levels of hierarchy. Findings indicate that 36 undergraduate students who participated in an interdisciplinary online course that implemented the BBIL model have significantly improved their interdisciplinary understanding of the course contents. This study illustrates how innovative use of available, free and low-cost technology can produce a "positive disruption" in higher education instruction. (As Provided).
Anmerkungen	Co-Action Publishing. Ripvagen 7, SE-175 64 Jarfalla, Sweden. Tel: +46-18-4951138; e-mail: info@co-action.net; Web site: http://www.co-action.net/journals/Journals_index.php?
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01