A longitudinal study into the transformation of a university teacher’s conceptions of, and approach to, elearning
DOI:
https://doi.org/10.14742/apubs.2010.2002Keywords:
conceptions of elearning, approach to elearning, health sciencesAbstract
In seeking to meet the demands placed upon them, many universities are increasing their use of elearning. At the same time, a good deal of research is being undertaken into academic practice using elearning. The research reported in this paper is a longitudinal case study that examines one teacher at The University of Sydney, Australia, as he transformed in his conceptions of, and approach to, teaching using elearning over two years. This research forms part of a larger project with embedded case studies focusing on teachers from the Health Sciences and related disciplines. Data for this case study was collected between February 2007 and December 2008 through semi-structured interviews with the participant and observations of the participant's elearning resource. The findings demonstrate that as the participant worked with his elearning resource over two years, he transformed the resource to improve learning and teaching. Through the process, he transformed his conceptions of, and approaches to, elearning, as well as his lesson image. He also came to understand the learning needs and styles of his students and their approaches to elearning. The research provides insight into the role of reflection and support of university teachers in their use of elearning.
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Copyright (c) 2024 Karen M. Scott

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