‘I can use things, but I can't make anything’: a qualitative exploration of team networks in the development and implementation of a new undergraduate e-compendium

Abstract

In higher education, undergraduate teaching materials are increasingly becoming available online. There is a need to understand the complex processes that happen during their production and how social networks between different groups impact on their development. This paper draws on qualitative interviews and participant drawings of their social networks to understand the dynamics of creating a new e-compendium for a four-year online undergraduate nursing programme in Norway. Twenty staff interviews were undertaken to explore views of the e-compendium, the development process and the perceived networks that were formed during this course. Interview data were thematically analysed along with networks drawings. The findings showed three main institutional stakeholder groups emerging: the 'management team', 'design team' and 'lecturers'. Analysis of social networks revealed variability of relations both within and between groups. The pedagogical designer, who was part of the design team, was central to communicating with and co-ordinating staff at all levels. The least well connected were the lecturers. To them, the e-compendium challenged and even threatened previously wellestablished notions of pedagogy. Future development of e-compendiums should account for the perceived lack of time and existing workload of lecturers so they may be involved with the development process.

Symposium report on “Dynamic Methods For Improving Undergraduate Physiology Education”: IUPS 38th World Congress

“…The third speaker highlighted recent trends for teaching practice in higher education: away from the traditional synchronous "transfer" delivery, and toward a flipped classroom approach using blended (face-to-face and online) and onlineonly delivery modes (18). In the context of this rapidly expanding online education space, it was noted that the principles of learning remain unchanged (Bloom's revised taxonomy), but there is an emerging requirement for innovation to link pedagogy, technology, and learner needs.…”