Online pedagogy and academic work

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.