<i>The Automation Game</i>: technological retention activities and perceptions on changes to tutors’ roles and identity

Myers, Fran; Collins, Hilary; Glover, Hayley; Watson, Mor

doi:10.1080/13562517.2018.1498074

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…The primary reason for sampling introductory-level students rather than those further along is that this cohort require most support for success (see e.g. Myers et al 2019). By using anonymised historical records, with no direct contact, it was confirmed that ethics approval was not required.…”

Section: Sample and Data Collectionmentioning

confidence: 99%

Learner interrupted: understanding the stories behind the codes – a qualitative analysis of HE distance-learner withdrawals

Myers

Glover

Stephens

2021

Journal of Further and Higher Education

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Successful retention of students through understanding their motivations and behaviours is a challenge to universities worldwide. Whilst the impact of withdrawals is an issue for all institutions, attrition for distance-learning providers is particularly problematic owing to higher non-completion rates, less physical visibility, and because distance-learners tend to have more complex lives. This paper examines students' personal stories explaining their decisions to withdraw from university study. It considers 641 written discourses initiated by students as part of their requests to withdraw, covering the challenges they face, and the complex combinations of factors that contribute to their decisions to give up. This qualitative approach was adopted as a necessary complement to the quantitative rush of metrics information that universities now provide on withdrawal figures. Three themes selected are: deferral/withdrawal, time available, and preparedness for study. The paper concludes that complementary qualitative insights both add clarity and detail to institutional understanding and reduces oversimplification of complex decision-making from unidimensional quantitative approaches.

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Section: Sample and Data Collectionmentioning

confidence: 99%

Learner interrupted: understanding the stories behind the codes – a qualitative analysis of HE distance-learner withdrawals

Myers

Glover

Stephens

2021

Journal of Further and Higher Education

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“…Both authors comment on evolution from autonomous academic to continuous subjections to audits and accountability. This is also evident not only in the managerial aspect of academic life but impinges on teaching itself, in particular online with associated technological innovations (Myers et al, 2018). A neoliberal culture serves to stratify academic life creating silos of tenured and non-tenured academics, the system being emboldened by its capability to use digital platforms to monitor faculty online presenteeism.…”

Section: Npm Managerialism and New Educational Futuresmentioning

confidence: 99%

Behind the digital curtain: a study of academic identities, liminalities and labour market adaptations for the ‘Uber-isation’ of HE

Collins

Glover

Myers

2020

Teaching in Higher Education

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Behind the Digital Curtain: a study of academic identities, liminalities and labour market adaptations for the "Uber-isation" of HE This paper explores sensemaking narratives from teaching academics undertaking identity work in the context of a rapidly expanding digital education sphere. It considers the implications for emotional labour and status of digitised higher education teaching academics from the imposition of a rejuvenated New Public Management. We discuss possible tainting from fractured and short-term contractual arrangements alongside growth in managerialism, metrics and accountability.This study combines photographic ethnography and interviews to gain insight into uncertainties, anxieties, identity legitimations and participant responses to imposed changes within digitally evolving workspaces. The paper explores teaching cultures within two higher education institutions, on different points of a digital continuum, finding discourses of alienation, liminality and validation.Resultant 'sticky' or resistant behaviours in rapid adaptations to digital teaching life were heard as we aimed to understand what it means to teach in a digitised, neoliberal context.

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“…Examples include assistive technologies, such as text to speech, predictive text, spell checkers, and more that have been broadly adopted in higher education. More recently, automation is increasingly emerging around student support (Myers et al 2019), assessment, and curriculum review (Garg 2020;Chan and Zary 2019). There has been increasing experimentation with automation in the form of chatbots designed to perform some portion of the larger teacher function, generally in the form of asking questions, providing feedback, and performing additional administrative tasks associated with the teacher function (Sandu and Gide 2019).…”

Section: Introductionmentioning

confidence: 99%

Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech

2020

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The steady migration of higher education online has accelerated in the wake of Covid-19. The implications of this migration on critical praxis—the theory-in-practice of pedagogy—deserve further scrutiny. This paper explores how teacher and student-led educational technology research and development can help rethink online critical praxis. The paper is based on a recent research project at the University of Edinburgh that speculatively explored the potential for automation in teaching, which generated insights into current and future pedagogical practice among both teachers and students. From this project emerged a series of pedagogical positions that were centred around visions of the future of teaching in response to automation: the pedagogical potential of visibility and invisibility online, transparency, and interrogating the hidden curricula of both higher education and educational technology itself. Through the surfacing of these pedagogical positions, this paper explores how critical pedagogy can be built into the broader teacher function and begins to identify the institutional structures that could potentially impede or accelerate that process.

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The Automation Game: technological retention activities and perceptions on changes to tutors’ roles and identity

Cited by 3 publications

References 31 publications

Learner interrupted: understanding the stories behind the codes – a qualitative analysis of HE distance-learner withdrawals

Learner interrupted: understanding the stories behind the codes – a qualitative analysis of HE distance-learner withdrawals

Behind the digital curtain: a study of academic identities, liminalities and labour market adaptations for the ‘Uber-isation’ of HE

Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech

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