Exogenous and endogenous knowledge structures in dual-mode course deliveries

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dc.citation.volume1
dc.contributor.authorMathrani S
dc.contributor.authorMathrani A
dc.contributor.authorKhatun M
dc.date.available5/12/2020
dc.date.issued5/12/2020
dc.description.abstractLearning Management Systems (LMS) have facilitated any-time any-place learning; thereby enabling educational institutions to embrace dual-mode teaching by engaging with on- and off-campus student cohorts. This study examines how lecturing staff build on existing knowledge structures when tasked with delivery of the same course concurrently over dual modes. Exogeneous knowledge structures are constructed from one's environment, while endogenous structures are rooted in how lecturing staff assimilate their teaching and learning environments to meet the needs of dual-mode learners. Activity Theory provided the theoretical lens and has revealed how exogeneous structures are influenced by the outer triangle elements, that in turn inform on interactions occurring among the inner triangle elements to construct endogenous knowledge. Seventeen lecturing staff participated via open-ended surveys to share their pedagogic approaches for maintaining equable learning experiences across both student cohorts. Findings show that staff can be constrained by LMS functionalities, course curriculum, course structure and lack of technical support. Staff employed additional online tools, changed assessment methods and encouraged online discussions to bring more parity across both learner groups. Our study provides new insights on dual-mode teaching deliveries and shares how lecturing staff develop new knowledge structures from their teaching practice. It will further help in development of instructional strategies especially post Covid-19, when it is likely that teaching modes will have more online component compared to current times.
dc.description.confidentialFALSE
dc.edition.editionDec-20
dc.format.extent? - ? (11)
dc.identifierhttps://www.sciencedirect.com/science/article/pii/S2666557320300045
dc.identifier100018
dc.identifierS2666557320300045
dc.identifier.citationComputers and Education Open, 2020, December 2020, 1 pp. ? - ? (11)
dc.identifier.doi10.1016/j.caeo.2020.100018
dc.identifier.elements-id436511
dc.identifier.harvestedMassey_Dark
dc.identifier.issn2666-5573
dc.identifier.urihttps://hdl.handle.net/10179/16035
dc.languageEnglish
dc.publisherElsevier Ltd
dc.publisher.urihttps://www.sciencedirect.com/science/article/pii/S2666557320300045
dc.relation.isPartOfComputers and Education Open
dc.subjectActivity theory
dc.subjectdual mode
dc.subjectendogenous
dc.subjectexogenous
dc.subjectlearning management system
dc.subjectteaching delivery
dc.titleExogenous and endogenous knowledge structures in dual-mode course deliveries
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Sciences
pubs.organisational-group/Massey University/College of Sciences/School of Food and Advanced Technology
pubs.organisational-group/Massey University/College of Sciences/School of Mathematical and Computational Sciences
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