E-learning: is this teaching at students or teaching with students?
The development of e-learning as a teaching strategy in higher education has implications relating to student learning, the role of the teacher, and the institution of higher education. This paper debates the andragogical and pedagogical theories that support the development of e-learning to date. Leading to a discussion on how the process of e-learning may be contributing to the "stamp-me-smart" culture and restricting the development of critical thinking within student nurses. Concluding that e-learning has a top-down institution-led development that is contrary to the student-led development espoused by universities.
Muirhead
Robert John
RJ
School of Nursing and Midwifery, Ninewells Hospital, Dundee, Scotland, UK. r.muirhead@dundee.ac.uk
D000328:Adult; D003194:Computer-Assisted Instruction / Q000379:methods*; D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D018961:Educational Technology; D005181:Faculty, Nursing / Q000458:organization & administration; D006801:Humans; D007400:Interprofessional Relations; D019359:Knowledge; D017145:Models, Educational; D024802:Nurse's Role / Q000523:psychology; D015402:Nursing Education Research; D015279:Organizational Culture; D010687:Philosophy, Nursing; D018794:Problem-Based Learning; D011582:Psychological Theory; D011588:Psychology, Educational; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching / Q000458:organization & administration*; D013850:Thinking