Professional identity and the adoption of learning management systems

Liu, Qian; Geertshuis, Susan

doi:10.1080/03075079.2019.1647413

Cited by 27 publications

(11 citation statements)

References 57 publications

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“…Some studies do recognise the qualitative differences in the way teachers use technologies. They report instances of using technologies for delivering, facilitating, enriching and transforming learning (Lai & Jin, 2021;Liu & Geertshuis, 2021), which resonates with the work of Kirkwood and Price (2014), showing that technologies may be used to replicate, enhance or transform educational practice. However, these studies still reduce the concept of adoption to a set of variables that reflect adoption-as-use (Table 1), which do not capture the whole human experience of technology adoption.…”

Section: Introductionmentioning

confidence: 86%

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Liu

2022

ASRHE

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Research into the adoption of learning technologies has identified predictive factors of individual adoption. However, this research largely assumes technology adoption-as-use, which, I argue, is technology-centric and disregards the role of teachers and their teaching practice. Following a people-centred approach, I sought to focus on teachers’ experiences during technology adoption and in doing so contribute to the notion of adoption-as-process. I undertook interpretive phenomenology research, conducting semi-structured interviews with a group of seven academic teachers in a New Zealand university where a new learning management system (LMS) was implemented following an institutional-wide LMS review. I analysed the interview data using a reflexive thematic analysis method. The findings indicate that technology adoption is more than technology use; it is laden with emotional experiences, learning experiences, experiences of inability to perform and experiences of incongruence in the teaching space. To facilitate appropriate individual adoption, the study calls for future research to focus on adoption-as-process and institutional practice to address emotional responses, enable learning in safe and authentic environments, scaffold performance, and align existing policies and practices with new technologies.

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Section: Introductionmentioning

confidence: 86%

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Liu

2022

ASRHE

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“…Higher education research shows that teachers with constructivist beliefs, which conceptualise teaching as the process of facilitating student knowledge construction, tend to adopt learning technologies to a greater extent than do teachers who regard teaching as a transmissive endeavour. 31,32 In addition, when new technologies suggest ways of teaching that contradict the current practice, teachers may question and reject the technologies. 18 These challenges are further compounded in medical education as medical teachers themselves may have variable and inconsistent knowledge of pedagogical principles 33 and systematic agreement on the core components of contemporary competency-based medical education programmes and the underpinning learning theories or concepts that support these has only recently been identified systematically.…”

Section: Teacher Factorsmentioning

confidence: 99%

“…Pedagogical beliefs and practice refer to the way teachers view teaching and the way they teach in reality. Higher education research shows that teachers with constructivist beliefs, which conceptualise teaching as the process of facilitating student knowledge construction, tend to adopt learning technologies to a greater extent than do teachers who regard teaching as a transmissive endeavour 31,32 . In addition, when new technologies suggest ways of teaching that contradict the current practice, teachers may question and reject the technologies 18 .…”

Section: Factors Influencing Teachers’ Adoption Of Learning Technologiesmentioning

confidence: 99%

Learning technologies: A medium for the transformation of medical education?

2020

Self Cite

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Context Learning technologies are ubiquitous in medical schools, implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics’ adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices. Purpose This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education by medical education. Conclusions We identify multiple precursors that predict individual patterns of adoption, illuminating factors related to the technology, the individual staff member charged with adoption and the working environment. We offer conceptual clarity to the vexed issue of learning technology adoption and provide evidence explaining why, despite their widely promulgated potential, learning technologies do not offer an easy route to the transformation of medical education.

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“…This raises questions about the dualism of online and offline presence (Bolldén, 2016 ). A quantitative study on the intersection between a learning management system (LMS) and teacher identity showed that variations in aspects of professional identity shaped the extent of LMS usage while being predictive of qualitatively different ways of using the LMS for teaching (Liu & Geertshuis, 2021 ). A qualitative study of teachers’ perceptions of video conferencing as a teaching practice revealed that perceived similarities between video conferencing and television created identity confusion for teachers as presenters and academic professionals (McNaughton et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19

Christensen

Nielsen

O’Neill

2022

Adv in Health Sci Educ

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Worldwide, the Covid-19 pandemic has transformed teaching contexts rapidly. Studies on the effects of the Covid-19 pandemic have largely focused on students’ learning and well-being. In contrast, little is known about how emergency online teaching affects teachers. The aim of this study was to examine how disrupted teaching contexts during the Covid-19 pandemic affected academic teacher identities in health science education. Interviews were conducted with 19 experienced lecturers in health science education from two universities. Interview data were analysed using systematic text condensation. The established codes were compared across interviews to identify common themes and subsequently synthesized into descriptions of the emerging phenomena. Findings indicated that a form of embodied teacher identity, i.e. internalized teaching practices turned into dispositions, constituted a basic pedagogical condition and a resource for the teachers, and that the sudden change in the teaching context caused a loss of teacher identity. This identity loss was related to an incorporated understanding and use of the teacher’s sense of the classroom (subtheme 1), non-verbal feedback from students (subtheme 2) and reciprocal visual contact (subtheme 3). Data also indicated that teachers’ ability to adapt their teaching to students’ needs while teaching and teachers’ motivation and job satisfaction may have suffered. Universities should carefully consider how to cultivate sustainable and adaptive teacher identities compatible with the increasing digitalization of learning environments. Teaching is an embodied affair, and teacher identities are sensitive to structural changes in teaching contexts.

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Professional identity and the adoption of learning management systems

Cited by 27 publications

References 57 publications

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Learning technologies: A medium for the transformation of medical education?

Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19

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