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Developing the scholarship of teaching: What is the role of e-teaching and learning?
Abstract
Discourse about the scholarship of teaching and learning appears to represent some views about higher education more than others. For example, disciplinary perspectives have been acknowledged, and ideas from critical theory and phenomenography have been presented, with the role of reflection receiving considerable attention. While approaches to e-teaching have been examined as examples of scholarship, there has been limited exploration of whether e-learning discourse has potential to extend the concept of scholarship. In this paper we ask: Can ideas about e-learning add to current understandings about the nature of the scholarship of teaching and learning? If so, what additional perspectives might they add? We begin by reviewing some conceptual and contextual dimensions of the scholarship of teaching and learning, before exploring the role that understandings from e-teaching and e-learning might play in developing the concept of scholarship. We use an academic professional development programme from our institution as an illustration.
... For most students, accessible information does not turn automatically into meaningful knowledge without the assistance of a teacher or an expert guide. Novices in any educational framework, be it an elementary school or undergraduates at a university, need the ongoing support and guidance of expert teachers in the process of constructing new information into meaningful knowledge (Andrade, 2015;Benson & Brack, 2009;Guri-Rosenblit, 2009, 2010. Networked learning by forming learning communities is most efficient at graduate and professional upgrade programs. ...
... Many academics report that they do not feel confident in utilizing the advanced technologies, and this lack of confidence affects to great extent the way in which the learning/teaching processes are conducted. Ongoing and just-in-time support systems have been recognized as crucial for the use of technology in instructional delivery (Bates & Sangra, 2011;Benson & Brack, 2009;Guri-Rosenblit, 2010). ...
... Of particular importance is an ongoing and just-in-time support. Many institutions acknowledge nowadays the need to recruit in the future a broader range of personnel to complement academic staff in order to implement the technologies more effectively (Bates & Sangra, 2011;Benson & Brack, 2009;Gradinarova, 2015). ...
The discourse on the implementation of the digital technologies and networked learning in higher education settings focuses mainly on students' learning and their ability to connect to information and/or other students rather than on professors' teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. It is quite clear nowadays that, for e-learning and networked learning to become a dominant learning pattern, technology alone will not suffice. In order to overcome the reluctance of many professors to use extensively the digital technologies, there exists a burning need to develop appropriate incentives and support systems. The little attention paid to the crucial role of teachers in digital networks and online settings results in a restricted and moderate adaptation of the technologies in higher education so far. Of particular importance is an ongoing and just-in-time support. Many institutions acknowledge nowadays the need to recruit in the future a broader range of personnel to complement academic staff in order to implement the technologies more effectively. The roles of teachers in an online environment differ meaningfully from their traditional roles in a classroom setting. To equip professors with tools to use the wide range of capabilities enabled by the new technologies necessitates a conceptual redefinition of the teachers' roles, a well designed training, and ongoing support systems for both students and teachers. The new technologies require the academic faculty to assume new responsibilities and to develop a range of new skills. Academics will have to become in the future reconciled to collaborating with other colleagues and professionals in designing materials and in the teaching process. They will need to learn how to collaborate in a team framework with tutors, editors, instructional designers, television producers, computer experts, graphic production personnel, etc. in developing and delivering their courses, as well as guiding their students to utilize efficiently networked learning. At the same time, teachers will have greater flexibility to choose the teaching styles better suited for their personal strengths and individual preferences. University leaders will have to deliberate how to prepare the new generations of academic faculty to operate in a world where blended courses, shared or dual diplomas, online teaching and networked learning are an integral part of the academic teaching responsibilities. Unquestionably, e-teaching constitutes an essential prerequisite for achieving efficient and fruitful networked learning and e-learning, and it provides multiple domains of investigation that have not been explored yet.
... Children could have studied at home from encyclopedias and books, at the pre-digital era, instead of going to school, if the main purpose of education was to acquire pieces of information. For most students, accessible information does not turn automatically into meaningful knowledge without the assistance of a teacher or an expert (Andrade, 2015;Benson & Brack, 2009;Educational Testing Service, 2009). ...
... The new technologies require the academic faculty to assume new responsibilities and to develop a range of new skills. Many studies specify a long list of roles which teachers are expected to undertake when utilizing the new technologies in their teaching (Alexander et al., 2017;Bates & Sangra, 2011;Benson & Brack, 2009;Educational Testing Service, 2009;Ubachs et al., 2017;Wilson et al., 2004). Wilson and his colleagues (Wilson et al., 2004), for instance, specified the following tasks which teachers are expected to perform in online teaching: Provide syllabi, instructional resources, communication tools, and learning strategies; monitor and assess learning and provide feedback, remediation, and grades; identify and resolve instructional, interpersonal, and technical problems; and create a learning community in which learners feel safe and connected and believe their contributions are valid. ...
... Many academics report that they do not feel confident in utilizing the advanced technologies, and this lack of confidence affects to a great extent the way in which the learning/teaching processes are conducted. Ongoing and just-intime support systems have been recognized as crucial for the use of technology in instructional delivery (Bates & Sangra, 2011;Benson & Brack, 2009;Guri-Rosenblit, 2010;Johnson et al., 2016;Ubachs et al., 2017). ...
The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions.
... The learner's ability, sound pedagogy, the nature and alignment of the curriculum, assessment, socio-cultural and accessibility issues, and so on [2]. Indeed, the success of technology-enhanced learning is underscored by sound pedagogy and promotion of the effective use of technology in teaching and learning by scholars and practitioners [9]. Drawing on current knowledge, experience, and evidencebased practice from a range of perspectives, E-Learning and E-Teaching focuses on Developing skills, teaching, Academic development and assessing online programmes. ...
... Green Hannon [8] has produced a good discussion on education for a digital generation. Some of the identified research gaps at the beginning of the new millennium have been variations in tutor moderation, online debating, student perceptions of the E-learning environment, and development of online learning communities, critical thinking and problem-solving applications in synchronous and asynchronous environments, peer tutoring and online mentoring, student retention, conceptual referencing and online collaboration [9]. ...
... As a result, they will play an instrumental role in the way these technologies are used going forward, both for the business world as well as the education system. It is already apparent that employers today are looking for individuals that posses different skill sets than their predecessors, and that those skill sets are greatly enhanced through the use of ICT [9]. Therefore, it is up to current educators to be at the forefront of the process of preparing students to enter the workforce under the existing circumstances. ...
... In particular, an automated adaptation process, which incorporates smart human-computer interaction and context recognition strategies, would ensure an improved web-based learning experience [47]. Indeed, the goals of next-generation web-based learning systems align well with the goals of exemplary instruction: delivering the right content, to the right person, at the proper time, in the most appropriate way-any time, any place, any path, any pace [8,9]. ...
... Based on this information, the corresponding images and access time is used to calculate the user interest level for each topic as given by Eq. (8). Therefore, based on the human-computer interaction data, we found that user had the highest interest for "DAQ assistant" and lowest interest for "state machine" topics. ...
... One of the main benefits of a web-based learning system is to understand user behavior and customized learning structure of individuals based on the humancomputer interaction data. For this purpose, we extend our approach to multiple users, and extract high and low interest topics, as given by Eq. (8). ...
We propose a novel approach by utilizing human-computer interaction data to extract user interests from web-based learning systems. The proposed approach is based on user access and a wearable context recognition system. Under our approach, a series of screen images are captured by an imaging device worn by users engaged in web-based learning. These images help in detecting specific vendor logo information, which is then used to deduce the web-based learning context. The compiled history of recognized context and learning access is finally compared to extract user interests. Experimental results show that the proposed approach is robust, and can identify the relevant context in 96% of cases. The proposed method was successfully applied to 16 users for 1 h of learning time to extract high and low interest topics from web-based learning systems.
... The relationship between e-learning adoption and students' engagement has been explored by several researchers who found a significant correlation between these two constructs (Benson & Brack, 2009;McPherson & Nunes, 2004). Several authors indicated that teacher presence, feedback, support, time invested, content expertise, and information and communications technology skills are some of the key drivers of student engagement with their teachers (Beer et al., 2010;Quin, 2017;Ma et al., 2015;Zepke & Leach, 2010;Zhu, 2006). ...
This study aims to explore the various factors influencing students in adopting e-learning in educational institutions in Saudi Arabia and analyze the relationship between factors of students' adoption of e-learning and student behavior intention. The study also analyzes perceived opportunities and challenges faced by students in adopting an e-learning system in higher education. A well-structured questionnaire was developed, and information was collected from 509 respondents. The study found that students' behavioral intention to adopt e-learning is highly influenced by performance expectancy, effort expectancy, social influence, facilitating conditions, computer self-efficacy, and internet knowledge. The study confirms the mediating role of student engagement that can act as an alternate path for strengthening the relationship between factors of adoption of e-learning and behavioral intention. In addition, several implications and new lines of investigation are recommended for meeting the educational transformation needs and future sustainability.
... It has been found through teaching and learning environments in recent periods worldwide that technology in education is an essential change in the subject offering models. Teachers and students can collaborate through several tools, platforms, and technologies simultaneously and see simultaneous status from both sides [1][2]. Technology-assisted learning is at the heart of using innovative and modern technologies to support learning and make it easier in online and hybrid learning. ...
The education process, which includes teachers and students, as well as the teaching environment in general, has drawn the attention of the education process due to desirable characteristics such as the educational function, which is distinguished by evolution in its performance methods, scalability, coherence, cost savings, and efficiency. Over the last several decades, e-teaching has varied from the traditional education style, where teachers encounter many difficulties while implementing the traditional education style. Researchers have arrived at conclusions regarding the variables that influence teachers’ acceptance of e-teaching by asking respondents to fill out questionnaires, conduct interviews, collect relevant information, and analyze the data obtained. In addition, colleges and universities have been searching for innovative ways to make education readily available to learners and make teaching easier for teachers. Despite the great importance of e-teaching in Iraq to support higher education and human development in contemporary ways, the implementation of e-teaching resists multiple challenges in Iraq. The proposed work can summarize these challenges as the few lecturers and trainers who provide training courses in preparing electronic lectures, information and communications technology infrastructure, electronic lectures and educational materials, tutors, and technical expertise. This paper aimed to identify factors determining the effect of activating e-teaching in Iraq. The research will elaborate on the concept of e-teaching in Iraq and discuss its importance and impacts with significant emphasis on Iraq. The current work concludes that e-teaching in Iraq has made meaningful progress in three universities.
... Most of the teachers and professors do not possess nowadays a sufficient digital literacy and are not in a position to utilize the technology well. (Andrade, 2015;Benson & Brack, 2009;Educational Testing Service, 2009;Guri-Rosenblit & Gros, 2011). Basilaia et al. (2020) conducted a study in Georgia schools and inferred that transition from offline education to online education was implemented successfully. ...
COVID-19 has made a huge global impact on the economy and education is one such field that is the most affected one as students all over the world are losing their valuable time during the lockdown. Due to COVID-19 schools and colleges are shut all across the world. However Online teaching by various e techniques and methods have emerged as the go-to solution for schools, colleges, and universities but still, the success of such online teaching entirely depends upon the perception of students and also their understanding level. In this paper, we have tried to attempt to analyze the extent to which students are satisfied with the online teaching provided by their teachers by various means such as zoom classes, Google classroom, Socratives, Talent LMS , live storm etc. To study the perception of the students data was collected through the convenient sampling of 280 students from Punjab. The result indicates that most of the student accept the online education during the COVID-19 but response is not very much positive which show that students are not considering online education as an alternative to offline regular education. ANOVA was applied to test the difference in perceptions. It was concluded that male and female students carry the same viewpoint. Most UG and PG students have a difference in opinion regarding online education. Perception does not vary based on the course of study. In a different location, the student carries different perceptions regarding online studies. INTRODUCTION Online education can be provided by teachers in several ways. The easiest way is by the use of recorded classes at home and the second one is with the use of live online classes which are conducted through webinars or zoom sessions. Along with this, there are various e-techniques that are also available to teach online but such online teaching requires high-speed internet connection, use of computers, laptops and mobiles by the teachers. At the same time, To attend online sessions or watch pre-recorded lessons, students will require high-speed internet and computers/mobile devices. Online teaching is an innovative method which allows teachers to reach out to a big number of students from all across the world and is considered useful for distance learning but at the same time online teaching requires time and practice and there is no face to face connection with the students. On the other side students are in a position to utilize their time during this pandemic covid-19 but they also face technological difficulties such as access and availability of internet connection along with family distractions.
... However, other researchers argue that face-to-face interaction causes students to depend solely on their teachers for every bit of information needed to progress academically, thereby, causing them to become academically lazy. In the words of Benson and Brack (2009), recent development in educational technologies provides diverse opportunities for students to collaborate, access information and interact with educational content and materials electronically for their individual empowerment. The emergence of information and communication technology (ICT) and its application in education empowers teachers (lecturers) to advance from traditional face-to-face classroom interactions and activities to online classrooms, and also to bring in some aspects of online activities in the traditional classroom that encourage e-teaching and e-learning (Mohammad, 2102). ...
The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.
... The traditional role of educational institutions at all levels, from kindergarten to university, has been to help students build knowledge by guiding, tutoring, and personal attention, rather than simply imparting information.If the sole objective of education was to collect pieces of information, children could have studied at home from encyclopedias and books instead of going to school in the pre-digital period. Without the help of a teacher or an expert, most students' accessible material does not instantly transform into meaningful knowledge (Andrade, 2015;Benson & Brack, 2009; Educational Testing Service, 2009). ...
The conversation on the employment of digital technologies in higher education is primarily focused on students' learning rather than professors' teaching. Because the critical function of professors in online contexts is undervalued, technology adaption in higher education is limited and moderate over the world. In most higher education institutions, new technologies are primarily employed to supplement rather than replace face-to-face interactions or intense web-enhanced instruction.This article begins by briefl y explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study independently without expert teachers to guide their knowledge construction, then goes on to discuss the issues of teacher digital literacy, examine the main reasons for many academics' reluctance to fully incorporate technology into their teaching, and concludes by recommending some strategies for fully incorporating technology into one's teaching.
... Faculty with and without online teaching experience were responsible for transitioning to remote instruction with little time to adapt course material already prepared and in progress for the Spring 2020 academic term. It is well established that the development of quality online material requires significant time and professional development training (Benson and Brack 2009) which was not available during the emergency transition to remote instruction. Further, effective online instruction is not guaranteed even if instructors receive training (Yang and Cornelious 2005). ...
In the Spring term of 2020, nearly 90% of higher education institutions in the United States were forced to transition from primarily face-to-face (F2F) instruction to various modes of remote or online instruction in response to the COVID-19 pandemic. State-funded colleges and universities in Georgia were mandated to do the same in April of 2020, which led to a system-wide hiatus in face-to-face instruction while instructors prepared to return to all-remote teaching. This study examined the effects of this transition to Emergency Remote Instruction (ERI) at six institutions in Georgia, using a survey completed by 910 instructors who made that transition in at least one course in the Spring term of 2020. 65% of the instructors taught remotely or online for the first time after the transition. Instructors reported accessing a variety of institutional, collegial, and internet resources to aid in the transition, leading 53.4% of them to express that they were adequately prepared for ERI. Once classes resumed online, instructors found themselves to be needing much more time for remote instruction than their previous F2F instruction. From a one-word summary description of their experience, instructors reported that it led them to be challenged, stressed, overwhelmed, and exhausted.
... Many educators are new to teaching online courses, so to properly design, develop, and implement online courses, faculty members need to have dedicated time and professional development training (Benson & Brack, 2009). However, according to the review done by Tham and Werner (2002), one session seminars are not likely to fully explain an online learning framework to faculty as completely as an entire series of workshops. ...
With the onset of a pandemic, there were opportunities and challenges for supporting learners. Schools and universities were physically closed while interaction shifted to a distance learning modality. In some instances, courses became asynchronous, while other courses met synchronously using video conferenc-ing. Educators were adaptable when the pandemic occurred, quickly setting up home offices to meet their learners’ needs. This occurrence showed that it was in educators’ best interest to understand distance best practices. Distance learning has been utilized at institutions in the United States for the past two decades. However, it has not been widely adopted as mainstream because of the inequities that arise for learners. This chapter will address solutions for systematically addressing inequity from the educator’s perspective, maintaining academic rigor, building a community of learners, creating a workflow for educators to interact with learners, and how to amplify learner engagement in the online learning environment.
... Para los tutores es necesario tener en cuenta la existencia de aspectos centrales de la educación en línea, como atender a la necesidad de dedicar más tiempo a la planeación y desarrollo de la tutoría, contar con un modelo educativo acorde con la modalidad, considerar las características de los estudiantes y no partir de ideales. Así también, ellos consideran indispensable que sean involucrados en las decisiones sobre su proceso de formación, con la posibilidad de experimentar la figura de aprendiz en línea y los diferentes usos educativos de los recursos tecnológicos disponibles, así como también de aprender de sus pares (Benson & Brack, 2009;Guasch, Álvarez & Espasa, 2010;Macdonald & Poniatowska, 2011;Gregory & Salmon, 2013). ...
Fue analizada la perspectiva del tutor en línea sobre sus conocimientos delimitados a las materias que imparten en una formación universitaria totalmente en línea, desde el modelo Conocimientos Tecnológicos Pedagógicos y de Contenido (TPACK) que contempla siete dimensiones. Se empleó una escala tipo Likert TPACK que fue adaptada a las actividades del tutor en un aula virtual en un programa de formación universitaria. Se probaron dos hipótesis considerando dos predictores, la formación recibida y el tiempo dedicado a la actividad de tutoría en línea (considerado como el nú-mero de horas contratadas en la institución). Es un estudio transversal con una muestra intencional, participaron voluntariamente 50 tutores en línea. Los resultados muestran una confiabilidad acepta-ble en todas las dimensiones; la media general del grupo fue de 129, con una puntuación mínima de 33 y una máxima de 155; en la dimensión Conocimiento de Contenido, el 70% de los tutores dice estar muy de acuerdo con poseerlo; en las demás dimensiones sus respuestas oscilaron entre las op-ciones muy de acuerdo y de acuerdo. La prueba estadística indica que la formación (en línea o mixta) no se asocia con el conocimiento percibido, en tanto que el tiempo dedicado a la tutoría en línea se asocia de manera directamente proporcional a la percepción del conocimiento (Mann-Whitney z=-2.741, n=34; p.= .006). Este resultado coincide con otros estudios. Así mismo se identificó que en las dimensiones relativas al conocimiento tecnológico las diferencias son más marcadas. Palabras Clave: Tutor en línea, conocimientos docentes, TPACK, Educación a distancia.
... Many educators are new to teaching online courses, so to properly design, develop, and implement online courses, faculty members need to have dedicated time and professional development training (Benson & Brack, 2009). However, according to the review done by Tham and Werner (2002), one session seminars are not likely to fully explain an online learning framework to faculty as completely as an entire series of 17 workshops. ...
The 2020-2021 academic year brings new opportunities and challenges for higher education administration, faculty, and staff members. Currently, the central focus is on how to plan for fall semester with many unknowns. To eliminate some of the unknowns and bring clarity to students around courses, it is in the best interest for faculty to move coursework asynchronously online for the upcoming semester. Moving coursework wholly online aims to address faculty and students’ physical and mental well-being in the realm of academic coursework. Solutions for maintaining academic freedom, community building, and learner engagement in an online learning environment are addressed.
... The new technologies require the academic faculty to assume new responsibilities and to develop a range of new skills. Many studies specify a long list of roles which teachers are expected to undertake when utilising the new technologies in their teaching (Alexander et al, 2017, Benson, & Brack, 2009& Wilson et al, 2004. Wilson (2004) and his colleagues for instance, specified the following tasks which teachers are expected to perform in online teaching: provide syllabi, instructional resources, communication tools, and learning strategies; monitor and assess learning and provide feedback, remediation, and grades; identify and resolve instructional, interpersonal, and technical problems; and create a learning community in which learners feel safe and connected and believe their contributions are valid. ...
E-Learning will address the needs of the learners and provide quality programs which enable a basic understanding of the modern world. At present, most universities and colleges in Oman have either introduced an e-learning plan or have implemented it. Current e-learning programs are severely limited in scope simply because they continue to operate within classroom-based educational paradigms. Diverse digital environments should be created in universities where academics can experiment with technology enhanced learning tools and discuss the pedagogy underpinning their uses, in order to facilitate student engagement. Traditional universities and colleges must transform themselves by adopting e-learning systems which will enable people to study at any university in the world, from home. Recent strategic decisions in the Ministry of Education in Oman have led to plans for developing some online content for every subject in education sectors. These high-quality exemplar modules will inspire future developments and improvement.
... As online education begins to grow, the online course development shell will be useful to local higher education institutions as well as those across the nation. This proceeding will highlight best practices for the creation an online course template Many educators are new to teaching online courses, so to properly design, develop, and implement online courses, faculty members need to have professional development training (Benson & Brack, 2009). Seminars, trainings, and workshops for faculty members can help to increase awareness of best practices for the online classroom. ...
The purpose of this presentation is to demonstrate a consistent and effectively designed LMS course shell. The use of a quality course shell provides benefits for both the learner and the faculty member by improving their interaction with one another and with the course content.
... In contrast, focusing on rules is an ineffective teaching method in terms of learning outcomes (Hinostroza, Labbé, Brun, & Matamala, 2011). High-quality student-centered teaching includes formative feedback (Espasa & Meneses, 2010), learning models that integrate cognition, action, and reflection (Lan et al., 2012), and teaching practices integrating both learning theories and teacher knowledge (Benson & Brack, 2009). A balanced use of traditional mathematics teaching and scaffolding tools benefits the mathematics achievement of students with different levels of mathematics ability (Tan & Tan, 2015). ...
This study used an ecological approach to studying adolescent mathematics ability development by classifying their mathematics ability growth trajectories and examining contextual measures differentiating the identified classes. Longitudinal student and parent data were collected for Taiwanese students in Grades 7, 9, 11, and 12 (n = 4,163). Growth mixture modelling identified 4 growth classes: low-increase, middle-flat, middle-increase, and high-increase. Multivariate analysis of variance revealed that girls’ mathematics ability improved and that boys started as middle or high mathematics achievers. Moreover, mathematics ability related to socioeconomic status and academic programmes, persistent parental monitoring related to desirable ability development, and student-perceived teaching quality related to student ability. High-increase students reduced their engagement in leisure activities when preparing for examinations, but they felt little mathematics frustration, whereas the opposite was true for low-increase students.
... Para los tutores es necesario tener en cuenta la existencia de aspectos centrales de la educación en línea, como atender a la necesidad de dedicar más tiempo a la planeación y desarrollo de la tutoría, contar con un modelo educativo acorde con la modalidad, considerar las características de los estudiantes y no partir de ideales. Así también, ellos consideran indispensable que sean involucrados en las decisiones sobre su proceso de formación, con la posibilidad de experimentar la figura de aprendiz en línea y los diferentes usos educativos de los recursos tecnológicos disponibles, así como también de aprender de sus pares (Benson & Brack, 2009;Guasch, Álvarez & Espasa, 2010;Macdonald & Poniatowska, 2011;Gregory & Salmon, 2013). ...
Conocimientos del tutor en línea en una universidad pública mexicana: Modelo TPACK Online tutor's knowledge in a mexican public university: TPACK Model Flores, R. (2018) Conocimientos del tutor en línea en una universidad pública mexica-na: Modelo TPACK. Hamut´ay, 5 (2), 22-33. http://dx.doi.org/10.21503/hamu.v5i2.1618 Resumen Fue analizada la perspectiva del tutor en línea sobre sus conocimientos delimitados a las materias que imparten en una formación universitaria totalmente en línea, desde el modelo Conocimientos Tecnológicos Pedagógicos y de Contenido (TPACK) que contempla siete dimensiones. Se empleó una escala tipo Likert TPACK que fue adaptada a las actividades del tutor en un aula virtual en un programa de formación universitaria. Se probaron dos hipótesis considerando dos predictores, la formación recibida y el tiempo dedicado a la actividad de tutoría en línea (considerado como el nú-mero de horas contratadas en la institución). Es un estudio transversal con una muestra intencional, participaron voluntariamente 50 tutores en línea. Los resultados muestran una confiabilidad acepta-ble en todas las dimensiones; la media general del grupo fue de 129, con una puntuación mínima de 33 y una máxima de 155; en la dimensión Conocimiento de Contenido, el 70% de los tutores dice estar muy de acuerdo con poseerlo; en las demás dimensiones sus respuestas oscilaron entre las op-ciones muy de acuerdo y de acuerdo. La prueba estadística indica que la formación (en línea o mixta) no se asocia con el conocimiento percibido, en tanto que el tiempo dedicado a la tutoría en línea se asocia de manera directamente proporcional a la percepción del conocimiento (Mann-Whitney z=-2.741, n=34; p.= .006). Este resultado coincide con otros estudios. Así mismo se identificó que en las dimensiones relativas al conocimiento tecnológico las diferencias son más marcadas. Palabras Clave: Tutor en línea, conocimientos docentes, TPACK, Educación a distancia.
... We align with other research that argues that data collected from specific interactions with online learning may generate opportunities for the scholarship of learning and teaching (Benson & Brack, 2009;Kreber & Kanuka, 2013;Moskal et al., 2013). This may lead to innovations and adoption of the technology to promote further developments resulting in better online learning and potentially better academic recognition. ...
This paper addresses the issue of sustainability in online learning in higher education. It introduces and discusses a five-level framework for helping higher education institutions to make the transition from enterprise to sustainable policy and practice in online learning. In particular, it responds to evidence in the literature regarding the lack of sustainability in online learning in higher education. Influenced by Maslow’s hierarchy of needs, this framework is characterized by three different clusters: basic needs, institutional motivation, and stakeholders’ motivations. It is presented hierarchically within five different levels. Examples are provided for each of the levels and suggestions are given to how institutions should respond to each level.
Cet article traite de la question de la durabilité dans l’apprentissage en ligne pour l’éducation supérieure. Un cadre de travail à cinq niveaux y est introduit et fait l’objet d’une discussion. Ce cadre a pour but d’aider les établissements d’enseignement supérieur à faire la transition des initiatives complexes aux politiques et pratiques durables en matière d’apprentissage en ligne.. Ce cadre répond notamment aux données probantes de la documentation concernant le manque de durabilité dans l’apprentissage en ligne pour l’éducation supérieure. Influencé par la hiérarchie des besoins de Maslow, le cadre se caractérise par trois grappes différentes : les besoins de base, la motivation de l’établissement et les motivations des intervenants. Il est présenté de façon hiérarchique, en cinq niveaux différents. Des exemples sont fournis pour chacun des niveaux, et des suggestions sont offertes sur la manière dont les établissements devraient réagir à chaque niveau.
... Para los tutores es necesario tener en cuenta la existencia de aspectos centrales de la educación en línea, como atender a la necesidad de dedicar más tiempo a la planeación y desarrollo de la tutoría, contar con un modelo educativo acorde con la modalidad, considerar las características de los estudiantes y no partir de ideales. Así también, ellos consideran indispensable que sean involucrados en las decisiones sobre su proceso de formación, con la posibilidad de experimentar la figura de aprendiz en línea y los diferentes usos educativos de los recursos tecnológicos disponibles, así como también de aprender de sus pares (Benson & Brack, 2009;Guasch, Álvarez & Espasa, 2010;Macdonald & Poniatowska, 2011;Gregory & Salmon, 2013). ...
Fue analizada la perspectiva del tutor en línea sobre sus conocimientos delimitados a las materias que imparten en una formación universitaria totalmente en línea, desde el modelo Conocimientos Tecnológicos Pedagógicos y de Contenido (TPACK) que contempla siete dimensiones. Se empleó una escala tipo Likert TPACK que fue adaptada a las actividades del tutor en un aula virtual en un programa de formación universitaria. Se probaron dos hipótesis considerando dos predictores, la formación recibida y el tiempo dedicado a la actividad de tutoría en línea (considerado como el número de horas contratadas en la institución). Es un estudio transversal con una muestra intencional,participaron voluntariamente 50 tutores en línea. Los resultados muestran una confabilidad aceptable en todas las dimensiones; la media general del grupo fue de 129, con una puntuación mínima de 33 y una máxima de 155; en la dimensión Conocimiento de Contenido, el 70% de los tutores dice estar muy de acuerdo con poseerlo; en las demás dimensiones sus respuestas oscilaron entre las opciones muy de acuerdo y de acuerdo. La prueba estadística indica que la formación (en línea o mixta) no se asocia con el conocimiento percibido, en tanto que el tiempo dedicado a la tutoría en línea se asocia de manera directamente proporcional a la percepción del conocimiento (Mann-Whitney z=-2.741, n=34; p.= .006). Este resultado coincide con otros estudios. Así mismo se identifcó que en las dimensiones relativas al conocimiento tecnológico las diferencias son más marcadas.
... In the pedagogical literature (Ignelzi, 2000;Benson and Brack, 2009;Isman and Dabaj, 2004;Loughran and Hamilton, 2016;Rekkedal et al., 2003 Littleton, Wood andStaarman, 2010) teaching and learning are two concepts highly associated that can be very easily confused by students. Teaching can be based on prospective teachers' own experiences as learner in school, or at the university (Bullough et al., 1998). ...
The aim of this article is to provide comparative points of view over the processes of teaching, e-teaching and distance teaching. We underline the definitions for those three terms and analyse the specific scientific literature. Previous research has not clarified the mentioned topic and further research is necessary in order to provide different approaches. We consider necessary the development of an instrument that measures the teaching process. Moreover, our aim is to propose some premises of models for e-teaching and distance teaching starting from teaching model.
... Furthermore, technological advances are increasingly changing the higher education context (Bradwell, 2009 ;Huijser, 2008 ) and indeed the conceptualisation of knowledge itself, which in turn has an impact on the ways in which research and teaching are defi ned. As Benson and Brack ( 2009 ) note: Current advances in learning technologies offer unprecedented opportunities for collaborative engagement, access to information, interaction with content, and individual empowerment which have potential to raise questions about the nature of scholarship that may challenge existing beliefs and values, and assumptions about knowledge. (p. ...
In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning. The goal of doing so is to humanise university education by pursuing innovative approaches to student learning, teaching, curricula, assessment, and professional learning, and to employ interdisciplinary methods that go far beyond institutional walls and include student development and support, curriculum sustainability, research and the scholarship of teaching and learning, as well as administration and leadership.
An agile problem-based learning (PBL) ecology for learning deliberately blurs the boundaries between disciplines, between students and teachers, between students and employers, between employers and teachers, between academics and professional staff, between formal and informal learning, and between teaching and research. It is based on the recognition that all of these elements are interconnected and constantly evolving, rather than being discrete and static.
Throughout this book, our central argument is that there is no single person who is responsible for educating students. Rather, it is everyone’s responsibility – teachers, students, employers, administrators, and wider social networks, inside and outside of the university. Agile PBL is about making connections, rather than erecting barriers.
In summary, this book is not about maintaining comfort zones, but rather about becoming comfortable with discomfort. The actual implementation is beyond the scope of this book and we envisage that changing perceptions towards this vision will itself be a mammoth task. However, we believe that the alternative of leaving things as they are would ultimately prove untenable, and more distressingly, would leave a generation of students afraid to think, feel, and act for themselves, let alone being able to face the challenges of the 21st century.
... Furthermore, technological advances are increasingly changing the higher education context (Bradwell, 2009;Davies, 2012;Huijser, 2008), and indeed the conceptualisation of knowledge itself, which in turn has an impact on the ways in which research and teaching are defined. As Benson and Brack (2009) note, Current advances in learning technologies offer unprecedented opportunities for collaborative engagement, access to information, interaction with content, and individual empowerment which have potential to raise questions about the nature of scholarship that may challenge existing beliefs and values, and assumptions about knowledge (p. 74). ...
Traditionally, there has been, and continues to be, a huge dichotomy in the university between research on the one hand and teaching on the other. Barnett (Understanding the university: institution, idea, and possibilities. Routledge, Abingdon, 2016) calls this dialectic of function, one of seven forms of dialectic that a university faces. Universities have seen themselves primarily as research institutions, and teaching has always played second fiddle. This is partly due to the status awarded to research in comparison to teaching. Furthermore, and related to this, funding has always been intimately tied to research output. The result of all this is that research is a much more profitable pursuit for those in search of career advancement and promotion than teaching, despite considerable efforts to change this. Even within research, educational research has had a struggle to gain recognition as a legitimate field of research, especially when it comes to applied educational research. In a broader sense, the nature of knowledge itself is changing: the way it is accessed, digested, consumed, engaged with and disseminated. Inevitably, this has an impact on teaching and learning, and it has created the possibility, and indeed the practice, of ubiquitous learning (Cope, B., & Kalantzis, M, Ubiquitous learning. Champaign, IL: University of Illinois Press, 2009). As we have argued throughout this book, it is important that we engage with this seismic shift and that we develop a curriculum and pedagogy that is agile and adaptive enough to stay relevant and is continuously evaluated and improved. The research and scholarship agenda that we outline in this chapter is a collaborative pursuit and involves all stakeholders, including teachers, employers and students, in other words, all systems of an agile PBL ecology for learning.
... As McPherson and Nunes (2004) argue, academics' role in e-learning imply the additional ability to set collaborative learning agendas; moderate conferencing behaviour; provide leadership and guidance to individual learning needs; and organise delivery in such a way that learning objectives are aligned with methods, assessment and expected outcomes. These new dimensions of the scholarly activity go well beyond disciplinary knowledge and the knowledge derived from face-to-face teaching, emphasising the dimension of social engagement and challenging longstanding assumptions regarding scholarly work, judgements in quality and ownership of work (Benson and Brack, 2009). At the organisational level of analysis, there is also the need for "personalised support and a deeper dynamics of collective, evidence-based sense-making to avoid situational ambiguity" (Martins and Nunes, 2009). ...
Purpose
This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs).
Design/methodology/approach
Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding.
Findings
The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers.
Originality/value
The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.
... Una vez más el papel del profesor vuelve a ser determinante en el diseño de estos espacios personales de aprendizaje ya que predefine cuáles son las aplicaciones necesarias para la adquisición de las competencias establecidas (BENSON y BRACK, 2009;MCSHANE, 2004). Pero como se encuentra delante de personas diversas, con necesidades específicas, y lo más determinante, con dispositivos múltiples que permiten disponer de aplicaciones más allá de las recomendadas por los profesores, necesariamente se construyen espacios diferenciados entres estudiantes, personalizados, que necesitan de más complejidad en su análisis y evaluación por parte del profesorado. ...
La introducción y uso intensivo de las TIC, y de Internet en particular han transformado la universidad de forma importante a lo largo de las tres últimas décadas. Las tecnologías han transformado la vida y los hábitos de las personas, y también de las organizaciones. Este articulo repasa las transformaciones más relevantes acontecidas en la universidad y que afectan a todos los miembros de la comunidad educativa: estudiantes, profesorado y administración. Se analizan las transformaciones en el ámbito pedagógico, en el del uso de las tecnologías y en el de la administración y gestión universitaria para poner énfasis en la importancia de encontrar el equilibrio necesario entre acceso, calidad y costes de la educación universitaria.
... Such an approach oversimplifies the complexity of teaching and learning processes and, without any justification, takes for granted a shared understanding of the underlying concepts and theoretical principles. Pedagogical issues and variations in models of teaching and learning are rarely addressed explicitly in courses and sessions that have a technology focus, and their usefulness has been questioned (Benson & Brack, 2009;Oliver & Conole, 2003). ...
The Technology-Enabled Learning Implementation Handbook has been developed to assist educational institutions in adopting appropriate policies, strengthening technology infrastructure, building the capacities of teachers, helping learners to take advantage of the available technology and open educational resources (OER) for learning, and undertaking a rigorous approach to the assessment and evaluation of TEL. The objective is to provide both a systematic approach and evidence of improved learning outcomes in a TEL environment. We expect that institutions implementing TEL will use this handbook to gather data for evidence- based decision making. This handbook provides you with a strategy to engage in a systematic process of critical thinking, decision making, implementation and reflection not just to promote but also to demonstrate improved student engagement and learning.
... Such an approach oversimplifies the complexity of teaching and learning processes and, without any justification, takes for granted a shared understanding of the underlying concepts and theoretical principles. Pedagogical issues and variations in models of teaching and learning are rarely addressed explicitly in courses and sessions that have a technology focus, and their usefulness has been questioned (Benson & Brack, 2009;Oliver & Conole, 2003). ...
... Una vez más el papel del profesor vuelve a ser determinante en el diseño de estos espacios personales de aprendizaje ya que predefine cuáles son las aplicaciones necesarias para la adquisición de las competencias establecidas (BENSON y BRACK, 2009;MCSHANE, 2004). Pero como se encuentra delante de personas diversas, con necesidades específicas, y lo más determinante, con dispositivos múltiples que permiten disponer de aplicaciones más allá de las recomendadas por los profesores, necesariamente se construyen espacios diferenciados entres estudiantes, personalizados, que necesitan de más complejidad en su análisis y evaluación por parte del profesorado. ...
RESUMEN La introducción y uso intensivo de las TIC, y de Internet en particular han transformado la universidad de forma importante a lo largo de las tres últimas décadas. Las tecnologías han transformado la vida y los hábitos de las personas, y también de las organizaciones. Este artículo repasa las transformaciones más relevantes acontecidas en la universidad y que afectan a todos los miembros de la comunidad educativa: estudiantes, profesorado y administración. Se analizan las transformaciones en el ámbito pedagógico, en el del uso de las tecnologías y en el de la administración y gestión universitaria para poner énfasis en la importancia de encontrar el equilibrio necesario entre acceso, calidad y costes de la educación universitaria.
... rapid advances in computer-mediated communication technologies for teaching and learning over the last two decades have contributed significantly to innovations in instructional design and learning pedagogy. Discussion on the implications of technology for the educational process in the literature centres mainly on two themes: that the digital age may radically engender a reconceptualisation of the academy itself (Benson & Brack, 2009), and that easy access to information resources and technological tools opens up unparallelled opportunities for supporting learning and empowering learners (Bonk & King, 1998;McConnell, 2006). For the latter, the use of the internet and the World Wide Web renders possible increasingly interactive learning environments that involve an array of such learning media as text, video, and three dimensional imaging. ...
One innovative practice in higher education arising from advances in computer technology is the use of ePortfolio for learning and assessment. Although in theory ePortfoliosare believed to yield benefits for learning, in practice ePortfolio use often leads to confusion and frustration. In this paper we ask: what is the relationship between ePortfolio, technology and learning? In what ways can ePortfolios contribute to learning, especially in higher education? How far do beliefs held by ePortfolio theorists concur with actual ePortfolio practices? What is the role of technology in ePortfolio compilation as perceived by learners? To address these questions, we began by probing dominant understandings outlined in the ePortfolio literature. The focus in this paper is on whether there is any potential for knowledge derived from our research project to extend the concept of ePortfolio implementation in relation to a technology-enhanced environment in higher education. Our findings suggest a need for educators to interrogate the underlying theories of learning and the rationales for (discontinuing current pedagogic practices.
... As pedagogical issues and models of learning are rarely addressed in an explicit manner, the validity and appropriateness of such a technical focus for professional development has been questioned (Benson & Brack, 2009;Oliver & Conole, 2003). If the adequacy of existing beliefs and practices remain unchallenged, technology will most likely be used in ways that are consistent with and supportive of a teacher's current teaching approach. ...
In higher education (HE), some of the distinctions between conventional, campus-based universities and those dedicated to distance education are being eroded through the use of information and communication technology. Despite huge investments in technology to enhance teaching and learning, there has been a considerable lack of clarity about what this actually signifies in practice. Implementation decisions are frequently technology-led rather than being focused on clearly defined educational goals. This article attempts to examine key issues and synthesise a number of important debates relating to teaching and learning with technology in HE. It examines some of the key factors influencing how technology is utilised in HE teaching and learning. It argues that decision-making by managers and teachers with regard to technology use needs to be founded upon evidence that takes account of all of those factors, not just a narrow selection of them. Rather than just considering technical issues and/or the idealised promises made about technologies, ‘joined-up thinking’ is required to integrate the multiple contextual factors that all influence how technology is actually used in teaching and learning.
This study examines how effective communication is essential for good leadership. It explores the relationship between leadership and communication. The role of leadership plays a vital role in the significance of efficient communication in online learning. Effective communication is at the heart of successful management. It laid the foundation for success in a variety of environments, including online learning. The significance of communication is crucial. There is a close relationship between
leadership and communication. It is predicted that as firms realize the value of leadership in navigating the contemporary corporate landscape, their investments in strategic leadership development will increase. It is planned that students will study the theories of situational leadership, and transformational leadership, as well as the context and applicability of leadership development. The success of business will depend on leaders' ability to adjust to the requirements of their teams, as well as their readiness and creative communication. Business executives and other upper
management of this age recommend concentrating more on the specifics of the firm. A manager can do all of this through successful planning, monitoring, communication, and leadership. Communication skills are used by managers to motivate and inspire their teams to work hard and achieve team and organizational goals. Leadership is shown as taking place through manipulative verbal exchange, due to the fact that verbal exchange constructs and constitutes manipulation. Effective communication is essential for establishing the dynamic nature of online learning, especially in the face of unexpected situations or course delivery modifications. Leaders who communicate openly and adaptably can effectively manage issues and offer effortless changes when needed. The bodily lecture room gaining knowledge of these days is now not relevant for the contemporary, more youthful generations. Internet and distance-gaining knowledge that's commonly called online learning plays a critical role in the country's knowledge-gaining system.
It is simple that gaining knowledge online presents adequate advantages to younger learners. Several issues have been diagnosed, and those problems need to be solved
for you to maintain the exceptional quality of training for future generations. Leadership development is intended to be a strategic investment that promotes professional advancement, employee happiness, and work-life balance. This paper will provide a comparative overview of communication research as it relates to the to the connection between communication and leadership. This study concludes that leadership development may shape organizational communication and the work environment, helping organizations navigate the changing business landscape.
Abstract
This paper examines the disparities between urban and rural regions in achieving sustainable development objectives, drawing on a comprehensive analysis of existing literature, case studies, and empirical data. The biggest dangers to sustainable urbanization in the world's numerous rapidly growing economies are growing socioeconomic disparities and environmental degradation. This paper analyzes global urban change challenges and suggests policy alternatives that could promote more sustainable urbanization, drawing on experiences from around the world. In the whole world, plans for economic growth and their unequal geographical dimensions are directly associated with urbanization and growth. The paper offers several policy choices, the first of which would have positive effects on the economy, the second on the environment, and the final three on equity. Sustainable development, including but not limited to access to clean water, sanitation, healthcare, education, employment opportunities, and environmental conservation, is explored within the urban-rural context. The analysis highlights disparities in infrastructure, service provision, resource allocation, governance, and socio-economic indicators between urban and rural areas. Factors contributing to these disparities are examined, encompassing demographic trends, migration patterns, land use dynamics, policy frameworks, institutional capacities, and socio-cultural factors. It has been discovered that migration into a nation's metropolitan areas is a prevalent factor in population dynamics. But these dynamics have a big impact on people's lives in other ways as well: economic, cultural, political, and social. not to mention the final destination of urban-related Sustainable Development Goals. This paper assesses the implications of urban-rural disparities for overall sustainable development progress, considering interconnectedness, spillover effects, and differential impacts on vulnerable populations. The findings underscore the importance of tailored interventions, multi-level governance approaches, and inclusive policies to address urban-rural disparities and advance sustainable development goals comprehensively. The paper concludes with recommendations for policymakers, practitioners, and stakeholders to promote equitable and inclusive development, harnessing the potential of both urban and rural areas to contribute to a more sustainable future. In the economic dimension, the paper explores the drivers of rural-urban migration, including push factors such as poverty, limited employment opportunities, land degradation, and environmental stressors, as well as pull factors such as perceived economic opportunities, higher wages, and better access to services in urban areas. It underscores the importance of holistic policy approaches that address both the economic drivers and social impacts of migration, promote inclusive development strategies, and support the well-being of migrants and host communities alike.
The electrification of the transport sector is playing a vital role due to the depletion of the fossil fuels and emission of the carbon gases over the atmosphere, which leads to increase in the global warming. As a result, the usage of Electric Vehicles (EVs) is going to increase day by day in the transportation sector. Usage of EVs might reduce the pollution but it will increase the load on the grid, which further increases the losses in the power grid system. As the EV can act as a load and source with a bidirectional converter having dual mode of operation using Vehicle-to-Grid (V2G) Technology, which is going to act as a Distributed Generation (DG) during peak time of charging and as a load during off-peak time. In order to reduce the losses on the grid, modelling of EV charging behaviour is key to estimate the charging needs and beyond. In the proposed model, an IEEE 33-bus system integrated with four electric vehicle charging stations (EVCS) of 10th, 14th, 17th and 30th buses was considered to analyse the performance of the system. Also, to estimate the load demand of distribution system for a 24 h duration based on the load setting for the 33-bus system. The simulation results of the V2G model will show the reduction of losses in the distribution system using V2G method.KeywordsElectrificationGlobal warmingElectric vehicle charging stationVehicle to gridDistributed Generation
Countries all over the world are focusing on the continuous online delivery of the education in this pandemic condition. For this all stakeholders of the education need to play an important role, as learning can never be put on hold. All strata of education system are taking digital initiatives from kindergarten to research level so that the teaching-learning process continues. Online education is prevalent in all academic institutions in the world in various modes. Emergence of new technologies, universal adoption of World Wide Web, training requirement of future workforce that will be essentially based on technology is the basis of development of new framework in education system.MHRD has already taken many initiatives to enhance learning by various digital platforms for academic fraternity. In the coming years, digital learning is going to become indispensable in our education system. This article aims to present the expected new normal in the near future, which requires proper infrastructure, well-trained teachers and students without any inhibitions, uniform government policies, and fast universal access to network.
As the number of online courses offered continues to increase, teaching online will become a standard expectation and responsibility for graduate teaching assistants (TAs). For TAs who will seek faculty positions, experience and self-efficacy teaching online are critical to their future career. The current and future university landscape and the higher education world these TAs will embody will require qualified individuals to be well trained in online course development and delivery. Of equal importance is the quality of teaching TAs provide for the large number of online undergraduate courses for which they have sole responsibility or provide instructional support. Colleges and universities need to develop professional development for TAs that reflects best practices in online teaching and learning and engages TAs in the instructional design as well as delivery process. The purpose of this chapter is to explore the literature on teaching assistant professional development and the implications for TAs teaching online.
The purpose of this study was to evaluate the effectiveness of a closed social media platform as an online tool to facilitate interactions among students and faculty participating in online and hybrid courses at a public university in North Texas (n = 330). Survey methods were used to measure undergraduate and graduate students’ perceptions of the platform. Variables included demographic information as well as perceptions of a social media platform, Ning’s 13 tools of interaction. Descriptive as well as regression and factor analyses were used to analyze relationships and group differences among the variables. Qualitative measures explored participants’ perceptions of the social media platform and how platform organization, participant autonomy, and dialogue influence participant interactions and dialogue. The results provide evidence to support the use of closed social networks as tools to enhance students’ engagement, interaction, and social presence as well as to reduce transactional distance in online and blended learning environments.
The link between Academic Development (AD) and the Scholarship of Teaching and Learning (SoTL) in the South African Higher education quality context is as blurred as the conceptualisation of the terms. Academic development is a relatively ‘young’ discipline. It has come into being due to a wide variety of education pressures and needs locally and worldwide. Currently in South Africa, there appears to be no unified understanding of the purpose, role and practices among Academic Development practitioners. As such, managing AD practices is still quite ‘ad hoc’ and needs driven to the extent that even in one institution there are possible differences in how the practitioners conceptualise their roles and practices as data herein will show. Using three South Africa Universities and the ‘Best Practices’ frame of reference, this paper attempts to reveal the assumptions and perceptions that underline AD practitioners’ understanding of their (AD management) roles which ultimately shape their (scholarship of) teaching and learning practices. The intention is to establish if respective AD models and practices influence significantly on teaching and learning within respective institutions. Five purposively selected AD practitioners responded to a questaview that sought to unravel these assumptions and perceptions. Data were qualitavely analysed to discern trends if any. Recommendations and implications on higher education quality and access and teaching and learning policy are discussed within the context of the results.
The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy – particularly at the level of the individual, course or department – it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.
The Scholarship of Learning and Teaching (SoLT) has the chief goal of improving student learning, which can be achieved through scholarly inquiry, reflection, and dissemination of research findings on learning and teaching. The idea originates from the report written by Boyer (1990), who suggested that teaching in higher education should be regarded as a serious intellectual work similar to research. Researchers after Boyer have further elaborated and clarified the concept, no matter in the names of Scholarship of Teaching (SoT), Scholarship of Teaching and Learning (SoTL), or, less frequently, SoLT, with more emphasis on learning. The concept has been implemented in higher education institutions around the world, and there are research reports exploring the different aspects related to its implementation. In this chapter, building on previous models of SoLT as well as empirical studies, we put forward a holistic conceptual framework that takes into consideration the higher education institution, teaching staff and students altogether. Our framework highlights four important themes: (1) staff professional development; (2) enhanced student learning experience; (3) assessment; and (4) digital technology. Digital technology is especially a theme less studied in the literature on SoLT, but should be included in the framework of SoLT in a digital technology era.
This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use.
Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.
With so many fields using new technologies in e-learning, we are all challenged with selecting and effectively implementing new Web 2.0 tools. This chapter provides a mixed method research approach to quickly evaluate available Web 2.0 tools and instructional implementation. Class observations and pilot study surveys were used to determine students' levels of satisfaction after using various numbers of Web 2.0 tools and varying student work group sizes. The pilot studies were designed to model initial classroom examinations when integrating emerging Web 2.0 technologies. Use of this type of pilot study approach is necessitated as many individual class sizes are too small for a full research study, and the time needed to conduct a full study using multiple classes could cause the results to quickly be out of date, thus not providing the needed immediate classroom data for just in time learning. Fast emerging technologies pose a unique challenge to traditional research methodology. Where immediate specific classroom data is needed, a needs analysis with a pilot study is the best option. Note, with emerging technologies, it is difficult to find appropriate literature to determine its effectiveness in the classroom. If desired, compiling the results from many small pilot studies offers an additional benefit of fleshing out key issues to be examined later in greater detail using a full research study for extending theory or scientific practices.
This article is designed to assist instructors, students, and trainers to align key learning goals with appropriate Web 2.0 digital tools for effective e-learning. With almost every field today using technology for teaching or training, we are all faced with the challenges of implementing many new Web 2.0 tools. At Emporia State University, in the department of Instructional Design and Technology, we have students with a wide range of professional interests all needing to find effective ways to teach their content areas to others. In addition, our own University has requested our department's assistance in training colleagues, from all discipline areas across campus, to assist with integrating Web 2.0 technologies. Based on classroom instruction and college training experiences, the information provided, herein, is designed to reduce your research time by providing essential Web 2.0 tools organized by the type of learning activity, so it will be quick and easy to match the goal with the appropriate tool.
Since the 1990s, teaching and learning in higher education has become increasingly technology-mediated and student-centred (Benson and Brack 2009). As part of this move, many universities have pursued the development of a managed learning environment with efficient interfaces between web-based learning materials and learner support materials (Beck, Livne and Bear 2005; Liu and Tsai 2005). The teaching and learning strategy at the Hong Kong Polytechnic University (PolyU), for instance, emphasises the wider use of blended learning, and the provision of facilities for learners to 'develop ... personal responsibility, and commitment to being independent learners', and to enhance their 'ownership of goal planning and continuous review' through ePortfolio technology and methods (Hong Kong Polytechnic University 2008, 11-3). In the United Kingdom, the United States, the Netherlands and Australia, ePortfolios serve a variety of purposes and audiences, and are implemented using diverse software tools in a range of educational and professional contexts. The European Language Portfolio (ELP) is an example of the ePortfolio as a tool to allow for self-, teacher and institutional assessment of a learner's proficiency in languages (Council of Europe 2008). Research findings (Little 2004) confirm the value of the ELP in raising learner awareness of the language learning process, and in supporting the development of a learner's ability to self-evaluate. Other studies (e.g. Woodward and Nanlohy 2004), however, highlight concern about ePortfolio practice being widely viewed as an episodic endeavour rather than an activity of lasting usefulness. Hong Kong is in its infancy in terms of ePortfolio practice and research, particularly in the domain of independent language learning. One possible reason is that many teachers in Hong Kong doubt that Chinese students, being commonly perceived as teacher-reliant (Bond 1996; Farmer and Sweeney 1997), are capable of assuming the more active learner role required of them in ePortfolio use. This chapter discusses how sustained ePortfolio practice can provide a robust basis for fostering independent language learning in higher education. The suggestion of a link between ePortfolio pedagogy and notions of independent language learning draws support from research findings (Abrami and Barrett 2005; Joyes, Gray and Hartnell- Young 2010), citing the former as a resource that allows learners to construct knowledge, refine their understanding, and learn socially through interacting with peers and teachers. As Abrami and Barrett (2005) point out, ePortfolios: Encourage learners to explore topics from a personal perspective capitalizing on and potentially increasing intrinsic interest. Intrinsic interest and the involvement in authentic learning tasks may also lead to [an] increased ... sense of personal commitment and ownership. It is noteworthy that attributes such as ownership and commitment are closely associated with independent learning (Sheerin 1991), selfdirected learning (Candy 1991), and learner awareness (van Lier 1996)- Terms which tend to overlap in the literature on autonomy. Added to this is recent interest in linking autonomy to other student-focused constructs such as self-motivation, agency and identity, rendering the boundaries of autonomy as a field increasingly permeable (Benson 2006). The use of the term 'autonomy' in this article is drawn from the work of Little (1995, 175), who argues that an autonomous learner: Accepts responsibility for his or her learning. This acceptance of responsibility has both socio- Affective and cognitive implications ... [involving] a positive attitude to learning and the development of a capacity to reflect on the content and process of learning with a view to bringing them...under conscious control. Little's perspective on autonomy is congruent with that of a socioconstructivist view of learning, where co-construction of knowledge and social interaction in the learning process constitute its central concern. ePortfolio practice that aims to cultivate independent learning will provide opportunities and support facilities for promoting learner responsibility for aspects of the language learning process. The learner is conceptualised as a socially constituted agent. The primary objective of this chapter is to report the findings of three ePortfolio research studies at the PolyU aimed at informing the design of an ePortfolio to help university learners develop their English language skills. An analysis of the findings in terms of learners' ability to foster longterm ePortfolio use and engage in independent language learning is included. Insights derived from the analysis offer a useful base from which to consider four principles that might guide the development of similar independent language learning ePortfolios. The generic nature of these four principles permits their applicability across diverse settings and learners. This chapter comprises four main sections. The context for which the ePortfolio was developed and key research methods are presented first. This is followed by a discussion of the principles of ePortfolio design for sustained ePortfolio practice and independent language learning from two perspectives: Theory and practice. The chapter concludes by examining the potential contribution of these principles to our understanding of long- Term ePortfolio practice, and how this can support independent learning. © 2011 by The Hong Kong University Press, HKU. All rights reserved.
With the phenomenal growth of mobile applications or apps used for teaching and learning, we are all challenged with determining which ones are effective and efficient in meeting our specific instructional needs. The use of mobile apps directly impacts students, teachers, administrators, trainers, and employees worldwide. Apps are used across all discipline areas in a variety of settings including applied interdisciplinary approaches. With this in mind, it is critical to have a workable set of app analysis questions based on current best educational practices to assist in making informed decisions on app selections to provide quality teaching and learning experiences. This chapter provides a mixed method research study combining class observations with results from three pilots in an effort to create a set of quality questions for quickly evaluating mobile apps for instructional implementation. After creating a set of questions for evaluating the quality of the apps based on current best instructional practices, the following three pilot studies were conducted. The first pilot allowed students to select an app of their own choice followed by a survey to evaluate the app using both quantitative and qualitative open-ended responses. The second pilot had all students examine the same app followed by the same survey to analyze potential differences in results and to gain additional insights. The third pilot study used the same questions, but this time rather than using it to evaluate the app, the students evaluated the quality of the questions used. During the third pilot study, students were looking strictly at the quality of the questions for instructional use. All study participants were graduate-level students in Instructional Design and Technology and were aware of best instructional practices. It is anticipated, post study, instructors and trainers can begin using the evaluation instrument, selecting those questions meeting their unique instructional needs.
As the number of online courses offered continues to increase, teaching online will become a standard expectation and responsibility for graduate teaching assistants (TAs). For TAs who will seek faculty positions, experience and self-efficacy teaching online are critical to their future career. The current and future university landscape and the higher education world these TAs will embody will require qualified individuals to be well trained in online course development and delivery. Of equal importance is the quality of teaching TAs provide for the large number of online undergraduate courses for which they have sole responsibility or provide instructional support. Colleges and universities need to develop professional development for TAs that reflects best practices in online teaching and learning and engages TAs in the instructional design as well as delivery process. The purpose of this chapter is to explore the literature on teaching assistant professional development and the implications for TAs teaching online.
Learning sites in higher education have become more diffuse, diverse, and tangled. As instructors, we can hybridize our encounters with students, meeting them one week in class; another week, in virtual space. Our initial experimentation with hybrid learning has left us face-to-face with breakthroughs, break-downs, and deep pedagogical dillemmas. In this chapter, we voice our emergent sensibilities about the transformative potential-both for our students and ourselves-of inhabiting a hybrid learning environment. Our discussion is based on our observations of doctoral students' interaction and engagement on-line, as well as our own embodied sensitivities about how we, as instructors, experience ourselves and our work in the pedagogical movement between our classrooms and virtual space.
Our research focus on skills acquired by degree students in Universitat Rovira i Virgili. We analyze competences in ICT area to determine if students are "digital natives". Our literature review concluded ICT use is a critical competence nowadays. We conclude that universities should take part in the development of these skills by developing a holistic learning environment based on technological tools.
This research was undertaken in fifteen Canadian universities, using interviews of higher education teaching center managers and IT specialists, all of them having university-teaching backgrounds. The study concerned the ramifications to teaching requirements as university education shifts into the digital era. The research was predicated upon the Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000). In the light of this theoretical framework, the results demonstrated the importance of the elements of the framework: teaching presence, cognitive presence, and social presence. Interestingly, in the responses collected, the frequency of some indicators over others, such as information exchange, discussion, and collaboration, led to the conclusion that some categories, such as group cohesion, should be given a greater consideration in the CoI framework and, therefore, should be given more weight toward the pedagogical requirements for online/blended teaching and learning.
This research was undertaken in fifteen Canadian universities, using interviews of higher education teaching center managers and IT specialists, all of them having university-teaching backgrounds. The study concerned the ramifications to teaching requirements as university education shifts into the digital era. The research was predicated upon the Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000). In the light of this theoretical framework, the results demonstrated the importance of the elements of the framework: teaching presence, cognitive presence, and social presence. Interestingly, in the responses collected, the frequency of some indicators over others, such as information exchange, discussion, and collaboration, led to the conclusion that some categories, such as group cohesion, should be given a greater consideration in the CoI framework and, therefore, should be given more weight toward the pedagogical requirements for online/blended teaching and learning.
El presente estudio pretende determinar si las competencias adquiridas por parte de los alumnos de grado de la Universitat Rovira i Virgili convergen con los factores que pudieran definir los nuevos “nativos digitales”. A través de una revisión bibliográfica concluimos que los alumnos cuentan con las habilidades necesarias. Creemos que la universidad debe de tomar parte en el desarrollo de estas competencias, incluyéndolas un entorno holístico en el proceso de aprendizaje.
Following a cognitive-developmental perspective, the Scholarship of Teaching & Learning is understood as a process of knowledge construction whereby knowledge claims are validated through reflection on teaching experience and educational theory. These reflective processes can be documented and peer reviewed. Teaching portfolios allow for the documentation of indicators of reflection. Indicators can be developed for each of three domains of teaching knowledge: (1) what we consider to be meaningful goals and purposes of higher education; (2) what we know about student learning and development in relation to these goals; and (3) what we know about the teaching and instructional design processes needed to bring about academic learning and development. Keywords: Learning about teaching, transformative learning, reflection, professionalism and citizenship, scholarship, documentation and peer review
There is an international debate about the development of the scholarship of teaching. It is argued here that the scholarship of teaching needs to be developed within the context of the culture of the disciplines in which it is applied. The scholarship of teaching involves engagement with research into teaching and learning, critical reection of practice, and communication and dissemination about the practice of one's subject. This provides a challenging agenda for the development of subject-based teaching. Implementing this agenda includes applying the principles of good practice in the disciplines; developing the status of teaching; developing the complementary nature of teaching and research; and undertaking discipline-based pedagogic research. The paper is illustrated with particular reference to the discipline of geography.
In this paper we present a model which describes the scholarship of teaching. We ® rst explore what scholarship of teaching means, both in terms of the way it is represented in the literature and also the way it is understood by academic staff themselves. From this information, we derive a multi-dimensional model of scholarship of teaching which captures the variation found in the literature and empirical studies. In the ® nal section, we illustrate how the model is used in informing the design of programs for development of the scholarship of teaching in universities.
The explosion of subscriptions to social networking sites such as YouTube, MySpace and Facebook leads us as educators to some fundamental questions about the purpose and nature of university education, issues which have been ignored in the last decade as Western governments, along with vice-chancellors, have trumpeted the economic, utilitarian and vocational benefits of a university education. Such sites may be designated 'social' in nature, and in one sense they are. But they also direct attention to the individual, as the centre of a virtual 'exclusive' group. What does it mean to an education system notionally geared to the 'class' as a group, to inclusivity as a goal of education, and to the notion of tolerance of difference as a result of exposure to the class? Should we be encouraging the display of self that social networks allow as a healthy way of forging identity in a world characterised by increasingly undifferentiated and global 'selves'? I'd like you to meet Mention. Listen particularly to the lyrics, and if you're afirst time visitor, look for the box on the right hand side for Menton's 'friend count'. And her's 'I am the Greatest'! He doesn't seem to have mastered audio upload yet, but check out his friends. Tania's is a revealing site, and she seems to have cloned a lot of her friends: the ultimate narcissism? SLIDES:
The premise that the development of tertiary teachers can be enhanced if they engage in the scholarship of teaching and learning (SOTL) increasingly underpins associated policies and programmes. This is reflected in the increased • attention academic staff developers give to SOTL in the agenda for their work, • place that SOTL has in criteria for teaching excellence awards, professional accreditation schemes and promotion policies, • national and institutional funding schemes to support such scholarship, and • opportunities for dissemination of SOTL through conferences and publications. An obvious outcome has been a rapid increase in related publications. At the same time, concerns have been raised about aspects of this scholarship. While the increase is heartening, there is concern that it still originates from a relatively limited number of strongly committed tertiary teachers: Parker refers to "the need to move beyond the cogniscenti" (Parker, 2004). Limitations in dissemination and actual use at institutional and sector-wide levels are also highlighted (e.g. Chalmers, 2003; Haigh, 2004; Parker, 2004). These concerns have prompted my investigation of SOTL within my own institution. In addition to analysing features of the scholarship undertaken by staff during the 2000 - 2004 period, I am investigating the scholars 'motives' for their scholarship, conditions that have helped or hindered their scholarship, the place of SOTL in their overall scholarship agenda, personal and institutional impact, and continuing scholarship. In this report, I review relevant literature and present the main features of the project, including topics, questions and data- gathering methods.
This article suggests that the notion of an educational "trading zone" is an analytically helpful way of describing a space in which ideas about learning and teaching are shared within and between disciplines. Drawing on our knowledge of anthropology and the Humanities, we suggest three possible reasons for the limited development of such zones within academia in the UK and US. The first is the relatively low status of education as a discipline, and its perceived dependence on individualist theories of learning drawn from psychology. The second is that disciplinary pedagogies are often deeply embedded in academic identity and practice, making engaging with an educational "trading zone" an epistemologically unfamiliar habit. A final, and more overtly political, reason is the strategic resistance of many faculty members to engaging with the new visions of teaching "professionalism" offered by "faculty development" and "training" units within universities. We end by exploring whether the emerging debate around the "scholarship of teaching and learning" might circumvent some of these barriers. (Contains 7 notes.)
In response to an orienting essay about the scholarship of teaching and learning, scholars from 10 disciplines describe the evolution of a discourse about teaching and learning, the ways in which their discipline's style of discourse influences inquiry into teaching and learning, and the nature and role of intellectual exchange across disciplines around such inquiry. The introduction is "Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation" by Mary Taylor Huber and Sherwyn P. Morreale. The essays are: (1) "Disciplinary Styles in the Scholarship of Teaching: Reflections on The Carnegie Academy for the Scholarship of Teaching and Learning" [Orienting Essay] (Mary Taylor Huber); (2) "History Lessons: Historians and the Scholarship of Teaching and Learning" (Lendol Calder, William W. Cutler, III; and T. Mills Kelly); (3) "English Studies in the Scholarship of Teaching" (Mariolina Rizzi Salvatori and Patricia Donahue); (4) "Navigating the Interdisciplinary Archipelago: The Scholarship of Interdisciplinary Teaching and Learning" (Deborah Vess with Sherry Linkon); (5) "The Scholarship of Teaching and Learning in Communication Studies, and Communication Scholarship in the Process of Teaching and Learning" (Sherwyn P. Morreale, James L. Applegate, Donald H. Wulff, and Jo Sprague); (6) "The Scholarship of Teaching and Learning in the Management Sciences: Disciplinary Style and Content" (Diana Bilimoria and Cynthia Fulkami); (7) "The Culture of Teaching in Sociology" (Carla B. Howery); (8) "Disciplinary Styles in the Scholarship of Teaching and Learning: A View from Psychology" (Susan G. Nummedal, Janette B. Benson, and Stephen L. Chew); (9) "Bridging the Divide: Research versus Practice in Current Mathematics Teaching and Learning" (Thomas Banchoff and Anita Salem); (10) "Is the Scholarship of Teaching and Learning New to Chemistry?" (Brian P. Coppola and Dennis C. Jacobs); and (11) "The Scholarship of Teaching and Learning in Engineering" (Phillip C. Wankat, Richard M. Felder, Karl A. Smith, and Frank S. Oreovicz). Each chapter contains references. (SLD)
Reflection has become a buzzword in the education literature. Differences in the conceptualizations of reflection underlying different studies and lack of theorizing over how these frameworks relate to one another, however, can diminish the contributions such studies can make to our understanding of educational development in higher education. This article considers two models of reflection, Mezirow's (199036.
Mezirow J (Ed.) (1990) Fostering critical reflection in adulthood San Francisco: Jossey‐Bass View all references, 199135.
Mezirow J (1991) Transformative dimensions of adult learning San Francisco: Jossey‐Bass View all references) theory of transformative learning and Zimmerman and Schunk's (1998) notion of self‐regulated learning, and explores how each can enhance our understanding of educational development in tertiary settings. The assumptions each theory makes about the validity of the outcomes of the reflective process are addressed. Two recent qualitative studies, each informed by one of two theories of reflection, are discussed with the goal of making a first attempt at addressing the lack of theorizing over the meaning of findings from different studies. The article concludes with concrete suggestions for future research on reflection and the practice of educational development.
Using the Decoding the Disciplines model, faculty who are deeply ingrained in their disciplinary research answer a series of questions to understand how students think and learn in their field. The cross-disciplinary nature of the process clarifies the thinking for each discipline.
The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
Executive Summary This paper focuses on Information and Communication Technology (ICT) academics' percep-tions of factors that promote and inhibit their pursuit of scholarship in their teaching work. It identifies critical factors that influence academics' attitudes, orientations and behaviours in re-spect to the scholarship of teaching, and from these builds a framework for understanding the in-teraction between these factors. We have named this framework the Scholarship of Teaching Support Framework. During 2001 and 2002 a national project investigated teaching and learning initiatives in the ma-jor discipline of ICT in Australia's universities. As part of this project a mini-conference program was devised to elicit academics' perceptions of the factors influencing their teaching work and their participation in scholarly activities around this work. In total 83 ICT teachers from 29 uni-versities participated in the mini-conference program. Attendees included staff members from a range of academic levels. In discussions of aspects of the scholarship of teaching at the mini-conference participants re-ferred to both attributes and responses of both university teachers and the university institutions. We have categorized these factors into those that relate to the individual academic (Individual domain) and those that relate to the tertiary institutional system (Organisational domain). Many contributions highlighted the interaction between these two domains.
Technology-facilitated learning is quickly becoming mainstream in most higher education institutions. Simultaneously, although not necessarily related, tertiary administrators are calling for students exiting university to exhibit the capacity for reflection and higher order thinking. Instructors, therefore, are faced with two challenges: implementing technology and increasing reflective learning. This paper argues that technology can be used to help instructors in this feat. Technology-facilitated learning offers many opportunities for students to engage in reflective tasks, if implemented properly. Ensuring conditions for promoting reflection, as outlined in the literature, are present, will yield successful changeovers for instructors beginning to use technology, instead of traditional face-to-face methods, to foster high levels of reflection and deep learning in their classrooms.
Every learner is on a trajectory, an individual path that involves choices about what to do next in order to learn, choices that are bounded by intrinsic and extrinsic constraints. In some cases the learner controls those choices, sometimes they are made by someone or something else, sometimes control is negotiated, or it emerges from complex interactions of many agents. Control and Constraint in E-Learning: Choosing When to Choose pulls apart that simple dynamic, examines it in detail, and explores its consequences to provide a new, theoretically grounded approach to the design of e-learning systems, to the benefit of teachers, programmers, researchers and instructional designers alike. In addition to shedding new light on traditional e-learning systems, it demonstrates that the social technologies underpinning Web 2.0 are fundamentally different in their dynamics of control and, consequently, when designed and used with care, offer benefits that significantly exceed the promise of their forebears.
This article reviews the nature of "phenomenographic" research and its alleged conceptual underpinnings in the phenomenological tradition. In common with other attempts to apply philosophical phenomenology to the social sciences, it relies on participants' discursive accounts of their experiences and cannot validly postulate causal mental entities such as conceptions of learning. The analytic procedures of phenomenagraphy are very similar to those of grounded theory, and like the latter they fall foul of the "dilemma of qualitative method" in failing to reconcile the search for authentic understanding with the need for scientific rigor. It is argued that these conceptual and methodological difficulties could be resolved by a constructionist revision of phenomenagraphic research.
In this paper we synthesize the knowledge available and identify the knowledge needed about ways that new digital technologies may affect student learning, particularly in sociology. We propose that a sociologically-informed Scholarship of Teaching and Learning requires awareness of how social contexts and relationships affect and are affected by the use of digital technologies. The paper suggests that sociological perspectives can inform the structural and cultural contexts that shape key aspects of teaching and learning with digital technologies. Specifically, we examine computer-mediated pedagogy, the use of multimedia in classrooms, access and the digital divide, student and instructor self-concepts, learning styles, and institutional contexts.
This article presents a model of the scholarship of teaching, derived from concepts of Mezirow's transformation theory. Three domains of knowledge about teaching are distinguished. We suggest that the scholarship of teaching is acquired through three different kinds of reflection within each domain, involving instrumental, communicative, and emancipatory learning processes. Indicators for the scholarship of teaching are suggested. The model has implications for both faculty development and faculty evaluation.
Part 1: Learning and Teaching in Higher Education 1.Introduction 2.Ways if Understanding Teaching 3.What Students Learn 4.Approaches to Learning 5.Learning form the Student's Perspective 6.The Nature of Good Teaching in Higher Education 7.Theories of Teaching in Higher Education Part 2: Design for Learning 8.The Goals and Structure of a Course 9.Tecahing Strategies for Effective Learning 10.Assessing for Understanding Part 3: Evaluating and Improving the Quality of Teaching and Learning 11.Evaluating the Quality of Higher Education 12.What Does it Take to Improve Teaching?
In recent years, the emergence of pedagogy in higher education as an increasingly professionalised endeavour has been observed by a number of writers. In this article, I argue that pedagogy is developing the characteristics of a discipline, with its own methodologies, sense of community, and power dynamics. Whilst in principle, I welcome the formation of a discipline of higher education pedagogy, I warn against the danger that pedagogy will become increasingly divorced from the classroom context. I also call for those working in this discipline to develop and promote critical pedagogies that seek to challenge existing ‘safe systems’ (Guilherme & Phipps (200418.
Guilherme , M. and
Phipps , A. 2004. “Introduction: why languages and intercultural communication are never just neutral”. In Critical pedagogy: political approaches to language and intercultural communication, Edited by:
Phipps , A. and
Guilherme , M. Clevedon: Multilingual Matters. View all references) Critical pedagogy: political approaches to language and intercultural communication (Clevedon, Multilingual Matters)) in order to guard against pedagogy merely being a service unit, serving the whims of government, funding councils and institutions.
A variety of models of the scholarship of university teaching have been advocated since Boyer first proposed that the scholarship of teaching be considered as one of four forms of scholarship associated with university practices. These models have evolved from theoretical and empirically based analyses, and have as their core value concepts as diverse as reflection, communication, pedagogic content knowledge, scholarly activity and pedagogic research. They tend to take aspects of scholarship rather than of teaching as their starting points, and to give priority to the construction and critical review of the knowledge base for teaching. This article focuses on a model of the scholarship of teaching that specifically includes students and it is argued that representing the scholarship of teaching as a reflective and informed act engaging students and teachers in learning is supportive of the aims central to the project of developing a scholarship of teaching.
It is argued in this article that, despite a steadily expanding literature on the scholarship of teaching, important questions regarding the purpose of the movement have not been sufficiently addressed, and, as such, the scholarship of teaching movement has not yet fully realized its potential to become a catalyst for curricula changes in higher education. The main purpose of this conceptual study was to explore the meaning of the ‘scholarship of teaching’, when conceptualized as the intellectual, practical and critical work done by college and university teachers that facilitates student development toward significant educational goals. Three such goals, that are also directly linked to the widely perceived need for lifelong learning, are self‐management, personal autonomy and social responsibility. In pursuing this objective the theoretical lens of both critical theory and postmodernism was applied. Three implications that arise from a critical/postmodern stance on the scholarship of teaching are discussed. The first relates to how the scholarship of teaching is defined and questions the inclusiveness of these definitions. This raises issues as to the purpose of the scholarship of teaching movement. The second implication relates to the goals and purposes of college teaching and how these are negotiated. The third implication relates to the extent to which our teaching practices are aimed at the empowerment and emancipation of students.
From the Publisher:This groundbreaking volume offers a comprehensive introduction to educational computer-mediated communication (CMC) by presenting theoretical frameworks, design paradigms, and research methodologies for analyzing and shaping this new field of educational activity. The contributors provide a range of perspectives and approaches for understanding the educational applications of such innovations as electronic mail and computer conferencing networks and provide an extensive bibliography to assist those working on educational CMC.
Arguments are put forward in this paper in favour of research which has as its aim the finding and systematizing of forms of thought in terms of which people interpret significant aspects of reality. The kind of research argued for is complementary to other kinds of research; it aims at description, analysis and understanding of experiences. The relatively distinct field of inquiry indicated by such an orientation is labelled phenomenography.
A fundamental distinction is made between two perspectives. From the first-order perspective we aim at describing various aspects of the world and from the second-order perspective (for which a case is made in this paper) we aim at describing people's experience of various aspects of the world.
Research in a variety of disciplines, sub-disciplines and “schools of thought” has provided us with experiential descriptions, that is, content-oriented and interpretative descriptions of the qualitatively different ways in which people perceive and understand their reality. It has, however, seldom been recognized that these various research efforts share a common perspective in their view of phenomena and a unifying scientific identity has in consequence not been attained. The focussing on the apprehended (experienced, conceptualized,) content as a point of departure for carrying out research and as a basis for integrating the findings is seen as the most distinctive feature of the domain indicated.
Conceptions and ways of understanding are not seen as individual qualities. Conceptions of reality are considered rather as categories of description to be used in facilitating the grasp of concrete cases of human functioning. Since the same categories of description appear in different situations, the set of categories is thus stable and generalizable between the situations even if individuals move from one category to another on different occasions. The totality of such categories of description denotes a kind of collective intellect, an evolutionary tool in continual development.
Soviet psychologists' views of the relationship between psychology and Pavlovian psychophysiology (or the study of higher nervous activity, as it is referred to in the Soviet literature) has long been a matter of curiosity and concern in the United States. Not accidentally, it has also been a matter of concern and dispute within the USSR. The following is an excerpt from a work by one of the Soviet Union's most seminal psychological theorists on this issue. Written in the late 1920s, this essay remains a classic statement of Soviet psychology's commitment to both a historical, materialistic science of the mind and the study of the unique characteristics of human psychological processes.
This article reviews the nature of “phenomenographic” research and its alleged conceptual underpinnings in the phenomenological tradition. In common with other attempts to apply philosophical phenomenology to the social sciences, it relies on participants' discursive accounts of their experiences and cannot validly postulate causal mental entities such as conceptions of learning. The analytic procedures of phenomenography are very similar to those of grounded theory, and like the latter they fall foul of the “dilemma of qualitative method” in failing to reconcile the search for authentic understanding with the need for scientific rigor. It is argued that these conceptual and methodological difficulties could be resolved by a constructionist revision of phenomenographic research.
Two centres of pedagogic excellence and innovation, the Carnegie Foundation for the Advancement of Teaching and Cornell University’s Knight Institute for Writing in the Disciplines are influencing ideas and pedagogic practice outside as well as inside the US. The movement for scholarship of teaching which resulted in and is developed by the Carnegie’s Scholars Program, demands status and energy to be devoted to the proper study of university teaching and learning. ‘Writing in the Disciplines’ at Cornell evolved from generic composition classes to a distinctive programme which covers all undergraduate subjects and levels and all levels of Faculty in the corporate endeavour to ‘write the discipline’. The article considers the implication for Arts and Humanities in higher education and for disciplinarity itself of their programmes and of three important and thought provoking books produced by the two centres.
This book presents a clearly and soundly argued case for the integration of educational technology into university teaching where the primary focus is to enhance student learning. Different teaching media, including audio-visual, hypermedia, interactive, adaptive and discursive media are discussed in the light of research into student learning. Practical guidelines for designing educational technology are provided.
This paper demonstrates how the introduction of the word scholarship in respect to teaching has become confused and misplaced and used to sustain and enhance a particular type of credibility to activities related to the enhancement of learning and teaching in higher education. Bourdieu's concept of symbolic culture is used to construct the argument and show how the use of the term 'Scholarship of Teaching' needs to be re-examined and conceptualized. Twenty-five academics from a variety of disciplines were interviewed to give their perceptions on the notion of scholarship, the scholarship of teaching, and the scholarship in teaching. These data were used to develop a framework for understanding and possibly reconsidering the role of the scholarship of teaching.
This paper was the first initiative to try to define Web2.0 and understand its implications for the next generation of software, looking at both design patterns and business modes. Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an "architecture of participation," and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.
Opening lines: Approaches to the scholarship of teaching and learning The Carnegie Foundation for the Advancement of Teaching
- P Hutchings
Hutchings, P. 2000. Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
E-moderation: The key to teaching and learning online. London: Routledge Falmer. Schö n, D. 1995. The new scholarship requires a new epistemology
- G Salmon
Salmon, G. 2003. E-moderation: The key to teaching and learning online. London: Routledge Falmer. Schö n, D. 1995. The new scholarship requires a new epistemology. Change 27, no. 6: 26Á34.
The rise of the amateur professional
- C Leadbeater
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Teaching and learning online: A beginner's guide to e-learning and e-teaching in higher education Decoding the disciplines: Helping students learn disciplinary ways of thinking. New Directions for teaching and learning No. 98
- R Oliver
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Oliver, R., and J. Herrington. 2001. Teaching and learning online: A beginner's guide to e-learning and e-teaching in higher education. Mt Lawley, WA: Centre for Research in Information Technology and Communications, Edith Cowan University. Pace, D., and J. Middendorf, eds. 2004. Decoding the disciplines: Helping students learn disciplinary ways of thinking. New Directions for teaching and learning No. 98. San Francisco, CA: Jossey-Bass.
Teaching for quality learning at university Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching
- R Benson
- C Brack Biggs
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Supporting scholarly e-teaching: Lessons learned from a faculty-based initiative
- R Benson
- C Brack
- D Weaver
Benson, R., C. Brack, and D. Weaver. 2007. Supporting scholarly e-teaching: Lessons learned from a faculty-based initiative, In Enhancing higher education, theory and scholarship, Proceedings of the 30th HERDSA Annual Conference, July 8Á11, in Adelaide, Australia. http://www.herdsa.org.au/wp-content/uploads/conference/2007/PDF/REF/p127.pdf (accessed November 28, 2008).
Using technology to foster reflection in higher education. In ICT: Providing choices for learners and learning
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- R Oliver
Strampel, K., and R. Oliver. 2007. Using technology to foster reflection in higher education. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http:// www.ascilite.org.au/conferences/singapore07/procs/strampel.pdf (accessed November 28, 2007).
The scholarship of teaching
- P Hutchings
- L S Shulman
Hutchings, P., and L.S. Shulman. 1999. The scholarship of teaching. Change 31, no. 5: 11Á5.