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Online pedagogy and academic work

Wells, Muriel 2007, Online pedagogy and academic work, in Quality in teacher education: considering different perspectives and agendas: proceedings of the 2007 Australian Teacher Education Association National Conference, University of Wollongong, Wollongong, N.S.W..

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Title Online pedagogy and academic work
Author(s) Wells, Muriel
Conference name Australian Teacher Education Association. Conference (2007: Wollongong, N.S.W.)
Conference location Wollongong, N.S.W.
Conference dates 3-6 Jul. 2007
Title of proceedings Quality in teacher education: considering different perspectives and agendas: proceedings of the 2007 Australian Teacher Education Association National Conference
Editor(s) Kiggins, J.
Kervin, L.
Mantei, J.
Publication date 2007
Conference series Australian Teacher Education Association Conference
Publisher University of Wollongong
Place of publication Wollongong, N.S.W.
Summary This paper emerges from a study that foregrounds the complex nature of the consequences of a decision to implement a range of new technologies including a Learning Management System at one university. The paper draws upon data from interviews with academics to provide insights into the experience of being academic in the 21st century during a time when new technologies of teaching, learning and administration impact on the work of professional academics. It focuses on how academics view and understand online teaching environments; how they make professional judgments about their use of online environments in their teaching and how they make professional judgments about pedagogy. In doing this the paper looks at the differing levels of uptake of new technologies by academics, their levels of engagement and disengagement, the complexity of their relationship with these technologies and their impact on the pedagogy of academics in the study as it looks at patterns of usage in terms of age, gender and levels of experience of academics. It demonstrates the importance of pedagogy to academics and the problems that academics face many of which can be attributed to the impact of measures of bureaucratisation and standardisation including the introduction of an LMS that some argue has lead to the homogenisation of the experience of teaching and learning for both academics and students.
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ISBN 0977658512
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2007, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008209

Document type: Conference Paper
Collections: School of Education
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