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
Re Swan – growing focus and consensus in literature (note Garrison & Cleveland-Innes)

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. How are disciplinary differences present in online distance delivery?
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 Hard Pure Soft Pure Hard Applied Soft Applied
(Pure Sciences)
Cumulative; atomistic (crystalline/tree-like) concerned with universals, quantities, simplification; resulting in discovery and explanation
Soft Pure
(Humanities)
Reiterative; holistic (organic/river like); concerned with particulars, qualities, complication; resulting in understanding and interpretation.
Hard Applied
(Technologies)
Purposive, pragmatic, (know-how via hard knowledge); concerned with mastery of physical environment; resulting in products/techniques.
Soft Applied
(Applied social science)
Functional; utilitarian (know-how via soft knowledge); concerned with enhancement of [semi] professional practice; resulting in protocols procedures.

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

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

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

16. Knowledge Orientation - Hard Applied
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

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

18. What is the uniqueness of …..
Hard Pure
(Pure Sciences)
Driven by observations, discovery of new facts and tight content standards.
Soft Pure
(Humanities)
Critical thinking, apply theories, experiential, personal constructions of knowledge.
Work closely with students, intensive evaluation of work.
Hard Applied
(Technologies)
Field is unique and must be treated as such; interdisciplinary but required skill standards.
Soft Applied
(Applied social science)
Theory into practice; mastery of applied knowledge.

19. What is the essential pedagogy in ….
Hard Pure
(Pure Sciences)
Content focus and text-based.
Soft Pure
(Humanities)
Critical thinking and reading, logic, argumentation, discussion.
Hard Applied
(Technologies)
Collaborative yet objective and exact.
Soft Applied
(Applied social science)
Collaborative skill development.

20. What are the online design requirements for ….
Hard Pure
(Pure Sciences)
Well-written lectures and hands-on labs.
Soft Pure
(Humanities)
Dialogue, deep learning, constructivism.
Hard Applied
(Technologies)
Multi-modal; simulations; interactive. Case and problem based.
Soft Applied
(Applied social science)
Experiential, problem/project based learning, visual supports for skill demonstration.

21. Does Biglan’s Categorization work ….
Hard Pure
(Pure Sciences)
Partial agreement
Soft Pure
(Humanities)
Much debate, little agreement
Hard Applied
(Technologies)
Unanimous support for description
Soft Applied
(Applied social science)

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. Keeping your distance:
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