Tutorial chat: a case study of synchronous communication in a learning environment

Displaced but not replaced: the impact of e-learning on academic identities in higher education

“…In contrast with the growing body of research into the student experience of e-learning that emphasises the student voice (Creanor et al 2006), the voice of the academic is not often evident. The academic voice is more often represented through the narratives of enthusiastic innovators and early adopters of e-learning who report the positive impact of elearning on the student experience, often focusing on the introduction of an innovation in a unit, for example, online discussions (Ellis et al 2007) or synchronous chat (Rutter 2006). Other studies which are more directly focused on the academics themselves often consider the views of innovators and early adopters (Eynon 2006;McShane 2006) or those who are already intensive users of e-learning (Dutton, Hope Cheong and Park 2004), rather than the late adopters.…”