Reconceptualising higher education pedagogy in online learning

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

doi:10.1080/01587919.2010.513951

Reconceptualising higher education pedagogy in online learning

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

Research output: Contribution to journal › Article › peer-review

34 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 language	English
Pages (from-to)	257-273
Number of pages	17
Journal	Distance Education
Volume	31
Issue number	3
DOIs	https://doi.org/10.1080/01587919.2010.513951
Publication status	Published - 2010
Externally published	Yes

Keywords

Higher education
Knowledge creation
Online learning
Socioculturalhistorical theory
Teaching through assessment

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10.1080/01587919.2010.513951

Cite this

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AB - 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.

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Reconceptualising higher education pedagogy in online learning

Abstract

Keywords

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