Reconceptualising higher education pedagogy in online learning

Nicole C. Green, Helen Edwards, Brenda Wolodko, Cherry Stewart, Margaret Brooks, Ros Littledyke

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their lecturers in 'teaching through assessment' (Edwards, 2010) in a collaborative online environment that mirrors the complexity that students are experiencing in their workplaces. This article describes the pedagogical and conceptual underpinnings we used to reconceptualise our degree programmes. It also outlines our evolving conceptualisations of learning as knowledge creation (Hong & Sullivan, 2009) in the context of our teaching and learning in online courses.

Original languageEnglish
Pages (from-to)257-273
Number of pages17
JournalDistance Education
Volume31
Issue number3
DOIs
Publication statusPublished - 2010
Externally publishedYes

Keywords

  • Higher education
  • Knowledge creation
  • Online learning
  • Socioculturalhistorical theory
  • Teaching through assessment

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    Green, N. C., Edwards, H., Wolodko, B., Stewart, C., Brooks, M., & Littledyke, R. (2010). Reconceptualising higher education pedagogy in online learning. Distance Education, 31(3), 257-273. https://doi.org/10.1080/01587919.2010.513951