The relationship between approaches to teaching, approaches to e-teaching and perceptions of the teaching situation in relation to e-learning among higher education teachers

González, Carlos

doi:10.1007/s11251-011-9198-x

Cited by 46 publications

(46 citation statements)

References 23 publications

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“…There is now a substantial body of research that considers the connections between an individual teacher's beliefs and thinking and how they use technology (e.g., Bain & McNaught, 2006;González, 2012;Newland & Byles, 2014). Hativa and Goodyear (2002) note that teaching in higher education is a professional, complex, cognitively demanding and creative activity, and Bates and Poole (2003) suggest that choices about how to use technology are completely dependent on a teacher's beliefs.…”

Section: University Teacher Thinking and Beliefsmentioning

confidence: 99%

“…Building on the identification of "conceptions of teaching" (Kember & Kwan, 2000), Roberts (2003) and Gonzalez (2009) identified teachers' conceptions of online teaching along a scale from content-centred to learning-centred. However, while conceptions of teaching are assumed to be stable, teachers may exhibit inconsistencies between their stated pedagogical beliefs and their reported practices with technology (González, 2012;Owens, 2012).…”

Section: University Teacher Thinking and Beliefsmentioning

confidence: 99%

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“You have to teach to your personality”: Caring, sharing and teaching with technology

Shelton

2018

AJET

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Studies of teachers in higher education have acknowledged the relationship between teaching and teacher identity. Teacher identity is seen as dynamic, context-specific, and encompassing a teachers' sense of meaning, values and self-esteem. This article considers the relationship between the values dimension of teacher identity and the use of technology. Using qualitative data from a multisite case study, it explores three aspects of the relationship between values and technology in teaching: firstly, the extent to which technology allows university teachers to share their values and their personality with students; secondly, the way in which technology affects the performance of teaching; thirdly, the ways in which teachers enact their care for and commitment to students though technology-mediated means. The article suggests that technology can be used in ways that teachers feel support or hinder their ability to communicate their values and shows how an individual's use of technology may be shaped by aspects of their identity as a teacher.

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Section: University Teacher Thinking and Beliefsmentioning

confidence: 99%

Section: University Teacher Thinking and Beliefsmentioning

confidence: 99%

“You have to teach to your personality”: Caring, sharing and teaching with technology

Shelton

2018

AJET

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“…Bennett (2014) found that the integration of new tools in teaching and learning poses significant challenges to instructors both emotionally and practically. Effective development of the varied competencies required of online teachers relies on strong institutional (e.g., Hinson & LaPrairie, 2005) and social support (e.g., Green et al, 2013) for developing the pedagogical skills required for teaching in online environments (González, 2012).…”

Section: Afterwordmentioning

confidence: 99%

“I Prefer Face-to-Face”: Comedic Moments in Teaching On-line

Roulston¹,

deMarrais²

2017

Art/Research International

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This script presents comedic moments experienced by professors teaching online. We examine instructor experiences of the "wheel of death," the "hermeneutic circle of support," the phenomenon of students taking coursework for purposes of convenience, instructors' felt needs to always be at others' service 24/7, and how instructors respond to students' self-evident questions. In this short scene about learning to teach online, all characters appearing are fictitious. We share this with others because we argue that comedy is an effective way to respond to some of the challenges we have faced in learning to teach online.

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“…Bowden andMarton, 2004, Hativa et al, 2001;Prosser et al, 1994;Prosser and Trigwell, 1997;Samuelowicz and Bain, 1992;Åkerlind 2004). Further research has extended the knowledge related to this phenomenon and reported findings on technology-rich learning environments by investigating the conceptions of the e-teaching among university teachers (González, 2012), teachers' perceptions of blended learning and teaching (Ellis et al, 2006) and approaches to teaching using virtual learning environments (Lameras et al, 2008). However, research has tended to focus on academic teachers' beliefs and conceptions of teaching or e-teaching rather than the conceptions of their own role as developers of higher education.…”

Section: Introductionmentioning

confidence: 99%

University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments

Heinonen

Jääskelä

Isomäki

2017

Proceedings of the 9th International Conference on Computer Supported Education

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Abstract:This phenomenographic study examines how a diverse group of university teachers conceptualised their role as developers of technology-rich learning environments at one university in Finland. The research findings illustrate a variety of conceptions. Five qualitatively different ways of understanding teachers' roles regarding the development of technology-rich learning environments were found: 1) innovator, 2) early adopter, 3) adaptive, 4) sceptic and 5) late adopter. In order to connect the whole set of interconnected roles to a theory of change, Everett Rogers' innovation diffusion theory was exploited in the last phase of analysis. Finally, hierarchically structured categories were created along with five evolutionary themes of expanding intensity. These findings can be used as an assessment tool among teachers to identify their role in educational reform.

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The relationship between approaches to teaching, approaches to e-teaching and perceptions of the teaching situation in relation to e-learning among higher education teachers

Cited by 46 publications

References 23 publications

“You have to teach to your personality”: Caring, sharing and teaching with technology

“You have to teach to your personality”: Caring, sharing and teaching with technology

“I Prefer Face-to-Face”: Comedic Moments in Teaching On-line

University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments

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