On strategies of educational innovation: Between substitution and transformation

Westera, Wim

doi:10.1023/b:high.0000020875.72943.a7

Cited by 37 publications

(23 citation statements)

References 13 publications

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“…e-Learning clearly creates new roles for teachers such as e-authoring and e-moderating (for example, Berge & Collins, 1995;Mason, 1998;Salmon, 2000;Anderson et al, 2001;Laurillard, 2002;Bonk, 2003;Garrison & Anderson, 2003), posing challenging educational questions for pedagogy and the curriculum. This is in part because e-learning is not simply a matter of taking traditional teaching materials and making them available electronically; instead, it invites critical pedagogical, technological and organizational reflection and change (Bonk & Cunningham, 1998;Bonk, 2003;Jochems et al, 2003;Westera, 2004). Adams (2004) highlights two components in computer-based learning, namely technology and 'underware' (i.e.…”

Section: Introductionmentioning

confidence: 99%

New approaches, new vision: capturing teacher experiences in a brave new online world

Connolly

Jones

2007

Open Learning: The Journal of Open, Distance and e-Learning

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The paper is an exploration of how a group of tutors involved in a major e-learning project reacted to developing and teaching in this environment for this first time. All were experienced face-to-face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under-estimated, as different views on learning influence the role and potential of technology in an e-learning environment.As the research is an exploration in understanding the impact that e-learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors' profiles (experience of information technology, e-moderating, e-learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face-to-face teaching in their modules and felt it was difficult to gauge depth of learning without 'normal face-to-face interactions at some point'. A number of staff felt that e-delivery is much more difficult than they envisaged and challenged them in ways that face-to-face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.

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Section: Introductionmentioning

confidence: 99%

New approaches, new vision: capturing teacher experiences in a brave new online world

Connolly

Jones

2007

Open Learning: The Journal of Open, Distance and e-Learning

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“…This is highly complex in that it needs institutional change, individual change, and technological change (Hrabowski, 2014;Salmon, 2014;Salmon & Wright, 2013). Higher education (HE) face a major challenge in terms of organizational change to improve learning experiences of students and teachers and to prepare graduates at the level that is required by industry (Weller & Anderson, 2013;Westera, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Comparative Analysis of Pedagogical Strategies Across Disciplines in Open Distance Learning at UnisaODL at Unisa

Ramdass

Masithulela

2016

IRRODL

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Re-engineering technological strategies in teaching and learning in an open distance learning (ODL) environment is paramount as the demand for access to quality higher education escalates drastically on a year to year basis. The organisational framework requires change in order to accommodate the increasing number of students. In view of the changing higher education landscape and the increase in the number of students qualifying for higher education acceptance, open distance education has been opened to residential institutions. Despite the fact that demands is greater than supply in the higher education sector, the University of South Africa (Unisa), in reaction to the "competitive threat," has embarked on the re-evaluation of ODL as a component of its teaching and learning methodology. Unisa focussed on its pedagogical approaches as a primary means of maintaining its competitive edge. The challenges in the higher education sector are also attributed to the basic education sector that does not prepare students sufficiently for higher education. ODL, if applied appropriately, could be a strategy to address the issues of access, equality, and equity in a democratic South Africa. Pedagogical strategies that are functional and appropriate need to be applied in the higher education sector. Hence the research question is to determine what ODL strategies can be implemented to ensure that students are on par with traditional universities. Therefore, this paper explores the pedagogical strategies that colleges may use with the intent to improve delivery of teaching and learning in an ODL environment.

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“…This sector has been going through some evolution and changes with the influence and supports of ICT to improve the quality and the efficiency of the teaching and learning process (Westera, 2004). These include the innovation of e-learning or online learning, emails, multimedia-based teaching materials, and also application systems, and databases.…”

Section: Issues Of Ict Adoption In Teaching and Learning Processmentioning

confidence: 99%

Factors Influence e-Learning Utilization in Jordanian Universities - Academic Staff Perspectives

Khasawneh

2015

Procedia - Social and Behavioral Sciences

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The new and rapid growth of technologies has changed the face of the world. It is being considered the umbrella for the communication and networking devices and software with applications. In fact, the development of ICT strategy is vital for the growth of the knowledge economy in developing countries. Information and Communication Technology (ICT) is considered in a beginning stage in the developing countries such as Arab world especially in the field of teaching and learning process. This study therefore, is focused with the development of e-learning process through the adoption of ICT among the academic staffs in the Jordanian universities. The main purpose of this study is to examine the potential prominent factors related to the usage of ICT in the public universities among the academic staff. The main challenge of the study is to fully understanding the factor affecting on the ICT usage by applying the Decomposed Theory of Planned Behavior (DTPB). The findings show that self-efficacy (SE), and facilitating condition (FC) have positively affected the Behavioral Intention (BI) to use ICT in the higher educational system among academic staff. There is also a significant relationship between academic staff's perception of technology characteristics and their Perceived Behavioral Control (PBC) towards using the technology in the educational system.

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On strategies of educational innovation: Between substitution and transformation

Cited by 37 publications

References 13 publications

New approaches, new vision: capturing teacher experiences in a brave new online world

New approaches, new vision: capturing teacher experiences in a brave new online world

Comparative Analysis of Pedagogical Strategies Across Disciplines in Open Distance Learning at UnisaODL at Unisa

Factors Influence e-Learning Utilization in Jordanian Universities - Academic Staff Perspectives

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