| Autor: |
Fairweather, Angie, Murgu, Cal, Race, Tammera |
| Předmět: |
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| Zdroj: |
Distance Learning; 2019, Vol. 16 Issue 2, p1-13, 13p, 2 Diagrams |
| Abstrakt: |
In this article, we adopt the framework of high tech/high touch in our discussion of digital technology integration in liberal arts colleges (LAC) in the United States, focusing on the New College of Florida (NCF). Whereas Johnson's model sub-scribes high-tech practices only to the pre-liminary learning outcomes (remembering and understanding), our model suggests that high-tech practices can exist and com-plement high-touch practices at each level of educational attainment. In many ways, the principle behind high-tech education, mainly using emerg-ing technology to deliver education to more students, is anathematic to the goals and objectives of LAC curricula. Library faculty at New College work closely with teaching faculty to scaffold digital scholarship proj-ects in a way that is accessible and applica-ble for students with little in the way of experience with technology (Showers, 2012). [Extracted from the article] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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