Developing the scholarship of teaching: what is the role of e-teaching and learning?

Benson, Robyn; Brack, Charlotte

doi:10.1080/13562510802602590

Cited by 33 publications

(21 citation statements)

References 22 publications

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“…As pedagogical issues and models of learning are infrequently addressed in an explicit manner, the validity and appropriateness of such a technical focus has been questioned (e.g. Benson & Brack, 2009;Oliver & Conole, 2003). If the adequacy of existing beliefs and practices remain unchallenged, technology is unlikely to be used in ways that are not consistent with and supportive of a teacher's current ways of teaching.…”

Section: Professional Development For Teaching In Higher Educationmentioning

confidence: 99%

Missing: evidence of a scholarly approach to teaching and learning with technology in higher education

Kirkwood

Price

2013

Teaching in Higher Education

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Abstract:As technology is increasingly being used for teaching and learning in higher education, it is important to scrutinise what tangible educational gains are being attained. Are claims about technology transforming learning and teaching in higher education borne out by actual practices? This paper draws upon a critical analysis of recent research literature concerning Technology Enhanced Learning (TEL). It argues that few published accounts of TEL practices show evidence of a scholarly approach to university teaching. Frequently, TEL interventions appear to be technology-led rather than responding to identified teaching and learning issues. The crucial role of teachers' differing conceptions of teaching and of the purpose of professional development activities is often ignored. We argue that developing a more scholarly approach among university teachers is more essential than providing technical training if practices are to be improved to maximise the effectiveness of TEL. Keywords:Technology enhanced learning; student learning; teaching in higher education; scholarship of teaching and learning; technological determinism.Handover Version 2

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Section: Professional Development For Teaching In Higher Educationmentioning

confidence: 99%

Missing: evidence of a scholarly approach to teaching and learning with technology in higher education

Kirkwood

Price

2013

Teaching in Higher Education

View full text Add to dashboard Cite

show abstract

“…As pedagogical issues and models of learning are rarely addressed in an explicit manner, the validity and appropriateness of such a technical focus for professional development has been questioned (Benson & Brack, 2009;Oliver & Conole, 2003). If the adequacy of existing beliefs and practices remain unchallenged, technology will most likely be used in ways that are consistent with and supportive of a teacher's current teaching approach.…”

Section: Academic Professional Developmentmentioning

confidence: 98%

Teaching and learning with technology in higher education: blended and distance education needs ‘joined-up thinking’ rather than technological determinism

Kirkwood

2014

Open Learning: The Journal of Open, Distance and e-Learning

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In higher education (HE), some of the distinctions between conventional, campus-based universities and those dedicated to distance education are being eroded through the use of information and communication technology. Despite huge investments in technology to enhance teaching and learning, there has been a considerable lack of clarity about what this actually signifies in practice. Implementation decisions are frequently technology-led rather than being focused on clearly defined educational goals. This article attempts to examine key issues and synthesise a number of important debates relating to teaching and learning with technology in HE. It examines some of the key factors influencing how technology is utilised in HE teaching and learning. It argues that decisionmaking by managers and teachers with regard to technology use needs to be founded upon evidence that takes account of all of those factors, not just a narrow selection of them. Rather than just considering technical issues and/or the idealised promises made about technologies, 'joined-up thinking' is required to integrate the multiple contextual factors that all influence how technology is actually used in teaching and learning.

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“…Since the rapid uptake of computer-mediated communication technologies for teaching and learning in the 1980s in higher education (Benson and Brack 2009), there has been growing recognition of the educational values of digital video (Stuart 2007). Perhaps the most salient one relates to the cultivation of the learners' ability to reflect.…”

Section: Learning Media and Technology 339mentioning

confidence: 99%

Digital video for fostering self‐reflection in an ePortfolio environment

Cheng

Chau

2009

Learning, Media and Technology

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The ability to self-reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer-mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self-reflection. While there are reports pointing to the salutary effects of digital video on learners' reflective ability, a systematic inquiry into how digital video can be utilized to promote self-reflection in an ePortfolio context remains under-reported. In this paper, we pose two questions: (1) Do students have the confidence to create their own digital videos for reflection and do they find this activity relevant to their learning needs?; and (2) To what extent does digital video affect the level of selfreflection and the nature of peer feedback? Results from this small-scale exploratory case study provide evidence in support of video use as a reflective tool in an ePortfolio context and highlight the need for considering pedagogical and technological issues that are of significance for teachers, educators and ePortfolio developers.

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Developing the scholarship of teaching: what is the role of e-teaching and learning?

Cited by 33 publications

References 22 publications

Missing: evidence of a scholarly approach to teaching and learning with technology in higher education

Missing: evidence of a scholarly approach to teaching and learning with technology in higher education

Teaching and learning with technology in higher education: blended and distance education needs ‘joined-up thinking’ rather than technological determinism

Digital video for fostering self‐reflection in an ePortfolio environment

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