Please use this identifier to cite or link to this item:
|Scopus||Web of Science®||Altmetric|
|Title:||Degrees of change: understanding academics experiences with a shift to flexible technology-enhanced learning in initial teacher education|
|Citation:||Australian Journal of Teacher Education, 2015; 40(7):43-56|
|Publisher:||Edith Cowan University|
|Benjamin A. Kehrwald, Faye McCallum|
|Abstract:||The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes experienced by these teacher educators were significant but not wholesale. More specifically, the findings highlight three particular areas of change that impacted on their role as teacher educators: changed pedagogical practices, particularly in staff-student communication, interaction and relationship building with students; increasing workloads associated with flexible delivery; and changed needs for staff capacity building related to issues of quality in technology enhanced learning.|
|Rights:||Authors retain copyright for their paper but should seek permission from the Journal to republish the article elsewhere or in another form.|
|Appears in Collections:||Education publications|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.