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The economic, political and social climate in the UK has, in recent years, provoked some of the most profound changes to higher education since its inception in the Middle Ages. In addition, the pace of internet technologies and computer access has given rise to a far greater number of fully online courses offered by campus-based universities as well those, such as The Open University, which have traditionally offered a blend of online and face-to-face learning. But research reveals that adapting face-to-face and blended methods is challenging for higher education lecturers, particularly when teaching part-time or entirely remotely from their institutions. This three-year qualitative study investigates what type of professional learning contributes positively to the online teaching identities of part-time lecturers. Using a phenomenological, narrative approach it reveals what type of professional learning better equips lecturers for full online engagement and to what extent these needs are being met. It concludes with a series of recommendations for future development and professional learning which have relevance to all those who work in a fully online teaching environment.
|Item Type:||Thesis (EdD)|
|Copyright Holders:||2011 Jacqueline Baxter|
|Keywords:||identity; professional identity; online identity; online teaching identity; e-learning; e-teaching; higher education teaching; professional identity; professional education; experiential learning; distance education; educational technology|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport|
|Interdisciplinary Research Centre:||Centre for Citizenship, Identities and Governance (CCIG)|
|Depositing User:||Jacqueline Baxter|
|Date Deposited:||30 Jul 2012 13:57|
|Last Modified:||05 Oct 2016 03:26|
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