Experienced academics’ pedagogical development in higher education: time, technologies, and conversations

McCune, Velda

doi:10.1080/03054985.2017.1389712

Cited by 16 publications

(16 citation statements)

References 21 publications

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“…The participants in the present study typically recounted feeling time pressured yet coming to some level of resolution of the complexities and tensions of academic roles is an ongoing challenge that will often be worked out slowly through participants day-to-day academic practice and informal conversations (Knight, Tait and Yorke, 2006;McCune, 2018). Thus time and support need to be provided within academic roles to allow critically reflexive conversations to develop.…”

Section: The Interplay Between Valuing Teaching and Other Aspects Of Professional Identitymentioning

confidence: 98%

Academic identities in contemporary higher education: sustaining identities that value teaching

McCune

2019

Teaching in Higher Education

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This paper investigates how academics in the current global higher education system -which often prioritises particular metric proxies for research activity and income generation over rich conceptualisation of teaching -can sustain identities that encompass deep care for students' learning and positive values in relation to teaching. This is a significant area that has been little researched, particularly with experienced academics in mainstream roles in research-intensive universities. Semi-structured interviews were conducted with twelve experienced academics in a research-intensive university. A thematic narrative analysis illustrated important ways in which it can be possible to maintain academic identities that encompassed deep care for teaching. The ways in which narrative processes are significant for identity development which underpins deep care for teaching and strong values in relation to teaching are drawn out.The interplay over time of tensions and synergies between different facets of participants' identities were shown to be important for maintaining strong teacher identities. Implications for how identities focused on transformative teaching can be prioritised in institutions are explored in relation to the institutional changes and reflexive processes which would be required.

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Section: The Interplay Between Valuing Teaching and Other Aspects Of Professional Identitymentioning

confidence: 98%

Academic identities in contemporary higher education: sustaining identities that value teaching

McCune

2019

Teaching in Higher Education

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“…However, from a critical point of view, we wanted to examine these positive survey results more thoroughly from the PhD candidates who were situated at Volda University College and experienced the remote teaching part. We wanted to use the opportunities for learning represented by interaction and informal conversations with the PhD candidates before, during, and after the PhD course (McCune, 2017;Thomson, 2015). Our empirical material enabled us to investigate how the learning outcomes were experienced across the two campuses in the project.…”

Section: Appraisalmentioning

confidence: 99%

Face-to-face and remote teaching in a doctoraleducation course

Krumsvik¹,

Jones²,

Leer-Salvesen³

et al. 2019

Uniped

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This case study examines face-to-face and remote teaching in a doctoral education course and ask if flipped classroom, formative assessment and remote teaching increase the teaching quality of a literature review course. To be able to answer the research question, design-based research (DBRC, 2003) and case study (Yin, 2009) were used as a research-pedagogical design and methodological framework. The selection of informants is based on purposeful selection (Maxwell, 2005) where one group of PhD candidates (n = 24) situated at the University of Bergen and one group of PhD candidates (n = 12) situated at Volda University College, were selected. The study indicates that the PhD candidates enhanced their understanding of literature review throughout the PhD course, they appreciated the course design, and the quality of their academic papers and their survey feedback indicated that they had a good learning outcome from the course. Despite some methodological limitations, this study shows that advanced video conferencing systems in combination with a well-prepared teaching design have several positive outcomes and can be used as a starting point for a more large-scale study. The study shows, despite former

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“…Since the professional environment and schedule of teachers seldom offer enough time to reflect on and test a technology's entire potential for specific learning (Darling-Hammond et al, 2010;McCune, 2018), this study will draw on the last criteria in the adoption model (see above Penjor & Zander, 2016), that is, trialability (D) and observability (E). These criteria seem to be the most challenging ones regarding virtual-world technology, because of the time required to test possibilities, as well as to reflect on and observe in-world useful didactic potentials, for example what is produced in terms of literary material in the digital environment, and how the digital literary material is connected to past and present analogue literary material, as well as to conceptualizations of literary competences.…”

Section: The (Non-)adoption Of Virtual-world Technology In Educationmentioning

confidence: 99%

The Story Event “The Beauty and the Beast” in Second Life: Literature Studies and the (Non-)Adoption of Virtual Worlds

Lindberg

2019

Virtual Sites as Learning Spaces

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The aim of this study is to gain insight into how digital three-dimensional worlds generate new ways of (1) studying literary genres, (2) “prosuming” literary story-events, and (3) supporting the learning of literary competencies. In a virtual world, the frontiers between the factual and the fictional are replaced and blurred in similar ways as in fictional literature, though the sensation of reality is enhanced, since the medium allows for intense interaction, where the technology and the human body are involved. Contents and interactions in the virtual world Second Life are explored through the lenses of literature, in order to observe how literary components play out in the environment. The methodology is inspired by ethnography, and comprises methods of immersed engagement and observations, as well as visual and textual snapshot documentations in-world. The results offer perspectives on affordances and hinders for integrating virtual worlds in learning and literature studies.

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Experienced academics’ pedagogical development in higher education: time, technologies, and conversations

Abstract: For the last 16 years her research has focused on understanding the learning experiences of students and academics in higher education.

Cited by 16 publications

References 21 publications

Academic identities in contemporary higher education: sustaining identities that value teaching

Academic identities in contemporary higher education: sustaining identities that value teaching

Face-to-face and remote teaching in a doctoraleducation course

The Story Event “The Beauty and the Beast” in Second Life: Literature Studies and the (Non-)Adoption of Virtual Worlds

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