Abstracts
Abstract
Instructing online has become an increasingly common aspect of a university lecturer’s role. While research has developed an understanding of the student learning experience, less attention has been paid to the role of the lecturer. This study observed the practice of university lecturers teaching in a range of undergraduate degree programmes in the United Kingdom. The lecturers’ purpose, pedagogy, and philosophy emerged in the dialogic patterns of the online space. Practice was shaped by the lecturers’ epistemological positioning and their cultural values and beliefs. The practice, which was observed across different modules, reflected the different positions lecturers took when they approached online teaching. The research highlights the way in which a lecturers’ purpose, pedagogy, and philosophy are reflected in their online facilitation.
Keywords:
- online teaching,
- online lecturers,
- e-learning,
- online pedagogy,
- e-pedagogy
Appendices
Bibliography
- Åkerlind, G. S. (2004). A new dimension to understanding university teaching. Teaching in Higher Education, 9(3), 363-375. doi: 10.1080/1356251042000216679
- Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190. doi: 10.1016/j.iheduc.2011.01.005
- Annand, D. (2011). Social presence within the community of inquiry framework. The International Review of Research in Open and Distance Learning, 12(5), 40-56. doi: 10.19173/irrodl.v12i5.924.
- Arbaugh, J. B. (2014). System, scholar or students? Which most influences online MBA course effectiveness? Journal of Computer Assisted Learning, 30(4), 349-362. doi: 10.1111/jcal.12048
- Bakhtin, M. M. (2010). Speech genres and other late essays (V. W. McGee, C. Emerson, & M. Holquist, Trans.). Austin: University of Texas Press.
- Beth, A. D., Jordan, M. E., Schallert, D. L., Reed, J. H., & Kim, M. (2015). Responsibility and generativity in online learning communities. Interactive Learning Environments, 23(4), 471-484. doi: 10.1080/10494820.2013.788035
- Bruner, J. (1996). The culture of education. London, UK: Harvard University Press.
- Cho, M. H., & Cho, Y. (2014). Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures. The Internet and Higher Education, 21, 25-30. doi: 10.1016/j.iheduc.2013.10.008
- Christensen, P., Kraftl, P., Horton, J., & Hadfield-Hill, S. (2014). New urbanisms, new citizens: Children and young people's everyday life and participation in sustainable communities (RES-062-23-1549). Retrieved from https://gtr.ukri.org/project/E6D393D9-917B-4B8F-B899-B18EFC1DE390
- Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
- Dawson, S. (2010). ‘Seeing' the learning community: An exploration of the development of a resource for monitoring online student networking. British Journal of Educational Technology, 41(5), 736-752. doi: 10.1111/j.1467-8535.2009.00970.x
- Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92. doi: 10.1177/160940690600500107
- Garrison, D. R. (2012). Article Review: Social presence within the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 13(1), 250-253. doi: 10.19173/irrodl.v13i1.1184
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105. doi: 10.1016/S1096-7516(00)00016-6
- González, C. (2010). What do university teachers think eLearning is good for in their teaching? Studies in Higher Education, 35(1), 61-78. doi: 10.1080/03075070902874632
- Gottardo, E., & Noronha, R. V. (2012, October). Social networks applied to distance education courses: analysis of interaction in discussion forums. In Proceedings of the 18th Brazilian Symposium on Multimedia and the Web (pp. 355-358). São Paulo, Brazil.
- Gubrium, J. F., Holstein, J. A., Marvasti, A. B., & McKinney, K. D. (Eds.). (2012). The SAGE handbook of interview research: The complexity of the craft. London: Sage.
- Guillaume, C., Lalanne, D., Lavoue, E., Lund, K., Molinari, G., Ringeval, F., & Weinberger, A. (2016) ‘Grand Challenge Problem 2: Adaptive Awareness for Social Regulation of Emotions in Online Collaborative Learning Environments'. In J. Eberle, K. Lund, P. Tchounikine & F. Fischer (Eds.), Grand challenge problems in technology-enhanced learning II: MOOCs and beyond. (pp. 13-16) Cham: Springer International Publishing. doi: 10.1007/978-3-319-12562-6_3
- Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice. London: Routledge.
- Joksimovic, S., Gasevic, D., Kovanovic, V., Adesope, O., & Hatala, M. (2014). Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions. The Internet and Higher Education, 22, 1-10. doi: 10.1016/j.iheduc.2014.03.001
- Karagiannopoulou, E., & Entwistle, N. (2013). Influences on personal understanding: Intentions, approaches to learning, perceptions of assessment and a ‘meeting of minds'. Psychology Teaching Review, 19(2), 80-96.
- Kehrwald, B. (2008). Understanding social presence in text-based online learning environments. Distance Education, 29(1), 89-106. doi: 10.1080/01587910802004860
- Kim, Y., Glassman, M., & Williams, M. S. (2015). Connecting agents: Engagement and motivation in online collaboration. Computers in Human Behavior, 49, 333-342. doi: 10.1016/j.chb.2015.03.015
- Kyei-Blankson, L., Ntuli, E., & Donnelly, H. (2016). Establishing the importance of interaction and presence to student learning in online environments. World Journal of Educational Research, 3(1), 48-65. doi: 10.22158/wjer.v3n1p48
- Laffey, J., Lin, G. Y., & Lin, Y. (2006). Assessing social ability in online learning environments. Journal of Interactive Learning Research, 17(2), 163.
- Lambert, J. L., & Fisher, J. L. (2013.) Community of inquiry framework: Establishing community in an online course. Journal of Interactive Online Learning, 12(1), 1-16.
- Lambert, S. D., & Loiselle, C. G. (2008). Combining individual interviews and focus groups to enhance data richness. Journal of Advanced Nursing, 62(2), 228-237.
- Lameras, P., Levy, P., Paraskakis, I., & Webber, S. (2012). Blended university teaching using virtual learning environments: conceptions and approaches. Instructional Science, 40(1), 141-157. doi: 10.1007/s11251-011-9170-9
- Maanen, J. V. (1988). Tales of the field: On writing ethnography. London, UK: University of Chicago Press.
- Nuthall, G. (2007). The hidden lives of learners. Wellington, NZ: NZCER Press
- Owens, T. (2012). Hitting the nail on the head: The importance of specific staff development for effective blended learning. Innovations in Education and Teaching International, 49(4), 389-400. doi: 10.1080/14703297.2012.728877
- Palloff, M. R., & Pratt, K. (2004, August). Learning together in community: Collaboration online. In 20th Annual Conference on Distance Teaching and Learning, Madison, Wisconsin. Retrieved from http://www.teacamp.eu/moodle2/pluginfile.php/1706/mod_resource/content/1/C1NN/Learning_Together_in_Community_Collaboration_Online.pdf
- Park, J. Y. (2015). Student interactivity and teacher participation: An application of legitimate peripheral participation in higher education online learning environments. Technology, Pedagogy and Education, 24(3), 389-406. doi: 10.1080/1475939X.2014.935743
- Pozzi, F., Ceregini, A., Ferlino, L., & Persico, D. (2016). Dyads versus groups: Using different social structures in peer review to enhance online collaborative learning processes. The International Review of Research in Open and Distributed Learning, 17(2). doi: 10.19173/irrodl.v17i2.2107.
- Redmond, P., Devine, J., & Bassoon, M. (2014). Exploring discipline differentiation in online discussion participation. Australasian Journal of Educational Technology, 30(2).
- Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning, 16(3). doi: 10.19173/irrodl.v16i3.2123.
- Rogoff, B. (2008). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In K. Hall, P. Murphy, & J. Soler Pedagogy and practice: Culture and identities (pp. 58-74). London, UK: SAGE Publications Ltd.
- Slagter van Tryon, P.J. & Bishop, M.J. (2006). Identifying "E-mmediacy" Strategies for Web-Based Instruction: A Delphi Study. Quarterly Review of Distance Education, 7(1), 49-62. Retrieved from https://www.learntechlib.org/p/106687/.
- Stenborn, S. Jansson, M. & Hulkko, A. (2016). Revising the community of inquiry framework for the analysis of one-to-one online learning relationships. The International Review of Research in Open and Distributed Learning, 17(3). doi: 10.19173/irrodl.v17i3.2068
- Stott, P. (2016). The perils of a lack of student engagement: Reflections of a "lonely, brave, and rather exposed" online instructor. British Journal of Educational Technology, 47(1), 51-64. doi: 10.1111/bjet.12215
- Wenger, E. (1998). Meaning in communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
- Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
- Wolpers, M., Najjar, J., Verbert, K., & Duval, E. (2007). Tracking actual usage: The attention metadata approach. Educational Technology & Society, 10(3), 106-121.