Bennett et al.'s study engaged a diverse cross-section of university teachers across disciplines and modalities, yet reported common shared design practices¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite disciplinary diversity, Bennett et al. reported common, shared practices across the varied cohort of university teachers. → Connolly 2021

Evidence¶

Connolly 2021¶

Connolly, C., & Hall, T. (2021). Designing for emergency remote blended and online education: a response to Bennett et al. (2017). Education Tech Research Dev, 69, 281–284. https://doi.org/10.1007/s11423-020-09892-0

q2 · i? · theoretical · r2

The commentary reports that Bennett et al.'s study, which engaged "a diverse cross-section of university teachers, drawn from a range of different academic disciplines", teaching face-to-face, blended and online, nonetheless "reports common, shared practices across the varied cohort". This is a second-hand report of the reviewed study.

"Interestingly, despite the disciplinary diversity of respondents, and the nuances in their respective approaches, the paper reports common, shared practices across the varied cohort."

Discussion¶

Related Claims¶

• Bennett et al.'s research has limited detail about faculty design skills and emphasizes how faculty design resembles others' design approaches. — related
• Epistemic games reveal unacknowledged disciplinary differences in interdisciplinary teams — related
• Empirical studies across diverse learner populations show that people's epistemic aims, ideals, and processes are tailored to the information sources and tasks they engage in — related
• Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline — related
• Mixed-disciplinary teacher making supports transdisciplinary epistemic liberation — related
• Bennett et al.'s study establishes faculty roles as designers of learning, an essential consideration when institutions seek digital design talent. — a broader claim this one bears on