Due to copyright restrictions, this file is not available for public download
Click here to request a copy from the OU Author.
|Google Scholar:||Look up in Google Scholar|
The advent of the 2005 HEFCE strategy for e-learning the role of new technologies in Higher education has continued to gain pace, playing a key part in the vision of global individual, organisational and community education. A principal element within the practical articulation of the strategy has been the importance of equipping a 'growing army' (Bryson 2002), of part time teaching academics with the knowledge and skills that they need to manipulate the online tools; to develop new pedagogies and find new ways of feeling effective within their role; to feel like creative 'bricoleurs' (Turkle 1995),happy to experiment and pedagogically innovate rather than to feel victims of technological determinism , constrained by the perceived imposition of new technologies to the detriment of their professional identities and academic autonomy. This two-year qualitative study investigated the role of professional learning in the formation of online teaching identities. The results revealed key areas of professional learning and also yielded insights into development opportunities which the individuals themselves felt would be instrumental in enhancing their confidence, skills and knowledge in online teaching and learning.
|Item Type:||Conference Item|
|Copyright Holders:||2010 University of Strathclyde|
|Extra Information:||Based on Ed.D thesis
|Keywords:||academic identities; professional learning; identity; academic development; online identities|
|Academic Unit/Department:||Social Sciences > Social Policy and Criminology|
|Depositing User:||Jacqueline Baxter|
|Date Deposited:||14 Jan 2011 16:48|
|Last Modified:||25 Oct 2012 20:22|
|Share this page:|
Actions (login may be required)
|Report issue / request change|