Shaping online teaching practices

Abstract

PurposeThis paper aims to investigate the influence of professional and academic identities in online teaching practices in higher education.Design/methodology/approachThis paper draws on data from a longitudinal study of five professional degree academics teaching subjects in nursing, teaching, engineering, allied health sciences, and journalism (here a “subject” refers to a course or unit which is usually undertaken over a semester and forms a part of a larger degree program). The research utilises community of practice as a social theory of learning, and the construct of identity, to better understand the connection between academic teachers' pedagogical beliefs and their teaching practices in a web‐enhanced learning setting. The authors contend that lecturers' online teaching practices are mediated by their continually negotiated identities as members of multiple communities of practice.FindingsThis research has found that the professional degree lecturers intentionally utilised the available technologies and tools to enact pedagogical strategies in ways that enabled them to manage the integrity of their occasionally conflicting identities as educators, professional practitioners and institutional employees.Originality/valueThis research goes beyond the assumption that past experiences flavour teachers' pedagogical styles. A lecturer continually negotiates and maintains multiple identities where each represents a fundamental understanding of the world and can sometimes be at odds with one‐another. This study has revealed how educational technologies have mediated the gap between the multiple identities held by teaching academics and been used as a bridging mechanism to connect beliefs with practice.

Socio-emotional connections: identity, belonging and learning in online interactions. A literature review

“…Most significantly identity is socially constructed, being forged through human involvement in social activity. During the process of making it clear to others (and to oneself) about who you are and what you do (Gee, 1999;Henderson & Bradey, 2008), identity constructs, and is constructed by, language (Penuel & Wertsch, 1995). This occurs within a group of people who, through social interactions, share some kind of "distinctive practices" (Gee, 2000, p.105).…”

Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory

“…This identity development is not focused on a specific taught agenda but is inherent through being within the community. From a social theory perspective, SLT frames practice and identity as inextricably linked, identity is constantly negotiated, with the community as a site of enculturation 35,50 . Learning is driven by the desire for increased participation, not the completion of a set of pedagogical goals 29 .…”

“…From a social theory perspective, SLT frames practice and identity as inextricably linked, identity is constantly negotiated, with the community as a site of enculturation. 35,50 Learning is driven by the desire for increased participation, not the completion of a set of pedagogical goals. 29 Most of the participants appeared to appreciate a sense of belonging to the community, which enhanced their ability to engage in LPP.…”

Universities’ and Academics’ Resources Shaping Satisfaction and Engagement: An Empirical Investigation of the Higher Education System

“…Professional identity is considered vital for the development and effectiveness of the employees, conducing to their satisfaction and indicating a posterior commitment to the profession and institution they represent [51,56,57]. Hence, academics' characteristics, revealing their educational capacity and skills due to continuous academic development, are considered a substantial precursor of their satisfaction with the higher education institution [58].…”