Students individual engagement in GIS

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Students individual engagement in GIS. / Madsen, Lene Møller; Christiansen, Frederik V; Rump, Camilla Østerberg.

In: Journal of Geography in Higher Education, Vol. 38, No. 2, Selected for publication as Chapter 14: Students’ individual engagement in GIS. In Haigh, M., Cotton, D. and Hall, T. (eds.) (2016): Pedagogic Research in Geography Higher Education, Routledge., 2014, p. 251-265.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Madsen, LM, Christiansen, FV & Rump, CØ 2014, 'Students individual engagement in GIS', Journal of Geography in Higher Education, vol. 38, no. 2, Selected for publication as Chapter 14: Students’ individual engagement in GIS. In Haigh, M., Cotton, D. and Hall, T. (eds.) (2016): Pedagogic Research in Geography Higher Education, Routledge., pp. 251-265. https://doi.org/10.1080/03098265.2014.910758

APA

Madsen, L. M., Christiansen, F. V., & Rump, C. Ø. (2014). Students individual engagement in GIS. Journal of Geography in Higher Education, 38(2), 251-265. [Selected for publication as Chapter 14: Students’ individual engagement in GIS. In Haigh, M., Cotton, D. and Hall, T. (eds.) (2016): Pedagogic Research in Geography Higher Education, Routledge.]. https://doi.org/10.1080/03098265.2014.910758

Vancouver

Madsen LM, Christiansen FV, Rump CØ. Students individual engagement in GIS. Journal of Geography in Higher Education. 2014;38(2):251-265. Selected for publication as Chapter 14: Students’ individual engagement in GIS. In Haigh, M., Cotton, D. and Hall, T. (eds.) (2016): Pedagogic Research in Geography Higher Education, Routledge. https://doi.org/10.1080/03098265.2014.910758

Author

Madsen, Lene Møller ; Christiansen, Frederik V ; Rump, Camilla Østerberg. / Students individual engagement in GIS. In: Journal of Geography in Higher Education. 2014 ; Vol. 38, No. 2. pp. 251-265.

Bibtex

@article{4d26c289500a4fc1a6393f6a5e39c3fb,
title = "Students individual engagement in GIS",
abstract = "This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand students' engagement in GIS. However, it is the personal desiderata that are the key to understanding the students' different engagement. Further, a temporal dimension and contextual awareness are important in understanding students' engagement in a broader perspective.",
author = "Madsen, {Lene M{\o}ller} and Christiansen, {Frederik V} and Rump, {Camilla {\O}sterberg}",
year = "2014",
doi = "10.1080/03098265.2014.910758",
language = "English",
volume = "38",
pages = "251--265",
journal = "Journal of Geography in Higher Education",
issn = "0309-8265",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Students individual engagement in GIS

AU - Madsen, Lene Møller

AU - Christiansen, Frederik V

AU - Rump, Camilla Østerberg

PY - 2014

Y1 - 2014

N2 - This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand students' engagement in GIS. However, it is the personal desiderata that are the key to understanding the students' different engagement. Further, a temporal dimension and contextual awareness are important in understanding students' engagement in a broader perspective.

AB - This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand students' engagement in GIS. However, it is the personal desiderata that are the key to understanding the students' different engagement. Further, a temporal dimension and contextual awareness are important in understanding students' engagement in a broader perspective.

U2 - 10.1080/03098265.2014.910758

DO - 10.1080/03098265.2014.910758

M3 - Journal article

VL - 38

SP - 251

EP - 265

JO - Journal of Geography in Higher Education

JF - Journal of Geography in Higher Education

SN - 0309-8265

IS - 2

M1 - Selected for publication as Chapter 14: Students’ individual engagement in GIS. In Haigh, M., Cotton, D. and Hall, T. (eds.) (2016): Pedagogic Research in Geography Higher Education, Routledge.

ER -

ID: 109408594