Understanding roles within technology supported teaching and learning

Implications for staff, academic units, and institutions

Lori Lockyer, Sue Bennett

Research output: Chapter in Book/Report/Conference proceedingChapter

13 Citations (Scopus)

Abstract

This chapter provides a case study of a postgraduate course focused on network-based learning, which from its original design was based on constructivist learning principles. Over time, this course has evolved to incorporate increasing use of learning technology - particularly, synchronous and asynchronous communication tools. This evolution has led to a reappraisal and less emphasis on face-to-face class meetings. The course has also increased its student base through distance and offshore offerings. These shifts have translated into changes in the way the course is resourced in both human and infrastructure terms. The case uses Goodyear, Salmon, Spector, Steeples, and Tickner's (2001) roles and responsibilities of an online teacher to analyse the teaching team's perspective on the resource implications of a move to increased technology-facilitated teaching and learning for the teaching staff, the academic department, and the institution.

Original languageEnglish
Title of host publicationTechnology Supported Learning and Teaching: A Staff Perspective
EditorsJohn O'Donoghue
Place of PublicationHershey, PA
PublisherIGI Global
Pages210-223
Number of pages14
ISBN (Electronic)9781591409649, 1591409640
ISBN (Print)9781591409625
DOIs
Publication statusPublished - 2006
Externally publishedYes

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