A pedagogical continuum: the journey from face-to-face to online teaching

Redmond, Petrea (2015) A pedagogical continuum: the journey from face-to-face to online teaching. In: Educational innovations and contemporary technologies: enhancing teaching and learning. Palgrave Macmillan Ltd., Hampshire, United Kingdom, pp. 107-132. ISBN 978-1-137-46860-4

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Abstract

Higher education has embraced innovative ways of using technology to enhance learning, and online environments in particular, as a way to increase efficiencies, open educational opportunities for students irrespective of location, and to increase flexibility of learning and teaching. This chapter will describe the journey of two academics as they journey along the pedagogical continuum from teaching fully face-to-face to blended, and then, on fully online environments. The experiences and perspectives of the teacher educators will be shared.

Data from interviews, course materials and online discussions were analysed to identify the issues and practices of the academics. Findings present the staged progression of the academics in dealing with pedagogical, social, managerial, and technical aspects of moving their teaching online. The instructors in this study had a strong desire to enhance their teaching and student learning through innovation and reflective practice. As part of this research and through reflective practice they explored a range of innovative pedagogical practices. The teaching presence and beliefs of the instructors changed over the four years as they moved along the pedagogical continuum from face-to-face to online teaching.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Submitted Version deposited, in accordance with the copyright policy of the Publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 23 Sep 2015 04:28
Last Modified: 29 May 2017 00:49
Uncontrolled Keywords: online learning, technology enhanced learning, blended learning, instructor roles, pedagogical roles
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/27124

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