Preston, Diane
(2018).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1007/978-3-319-78298-0_12 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
Integrating online teaching strategies within universities is now well established, but there is little on how HE teachers experience this shift. One strand of literature suggests that university senior management teams often assume academic staff lack motivation to participate and resist change. This case study, from a Head of Department’s perspective, challenges that view. Focusing on academics who chose to move to the Open University, an online and distance learning provider, it argues that teaching online requires different skills and presents a fundamental challenge to teacher identity. It concludes that there is a need to both understand the academics’ perspective and acknowledge that there is motivation within the academic community; and support, at all institutional levels, is critical for academics making this transition.
| Item Type: | Book Section |
|---|---|
| Copyright Holders: | 2018 Diane Preston |
| ISBN: | 3-319-78298-3, 978-3-319-78298-0 |
| Keywords: | Higher education; Online teaching; Teacher identity; Multi media pedagogy; University management; Online teams |
| Academic Unit/School: | Faculty of Business and Law (FBL) > Business > Department for People and Organisations Faculty of Business and Law (FBL) > Business Faculty of Business and Law (FBL) |
| Item ID: | 59683 |
| Depositing User: | Diane Preston |
| Date Deposited: | 15 Mar 2019 09:58 |
| Last Modified: | 26 Jul 2019 14:22 |
| URI: | http://oro.open.ac.uk/id/eprint/59683 |
| Share this page: |     |
Metrics
Altmetrics from Altmetric | Citations from Dimensions |
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)