The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A "practice architectures" perspective was adopted. The study found that "designing and redesigning" was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and "tech savvy" the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. "Ambitious teacher practices" are permanently required.
|Title of host publication||Handbook of research on building, growing, and sustaining quality e-learning programs|
|Editors||Kaye Shelton, Karen Pedersen|
|Place of Publication||Hershey, PA|
|Number of pages||19|
|Publication status||Published - 2017|
|Name||Advances in educational technologies and instructional design|
Bristol, L. S. M., & Childs, M. (2017). Arranging and rearranging practice in digital spaces: professional learning amongst teacher educators. In K. Shelton, & K. Pedersen (Eds.), Handbook of research on building, growing, and sustaining quality e-learning programs (pp. 191-209). (Advances in educational technologies and instructional design). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-0877-9.ch010