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Understanding Roles Within Technology Supported Teaching and Learning: Implications for Staff, Academic Units, and Institutions

Understanding Roles Within Technology Supported Teaching and Learning: Implications for Staff, Academic Units, and Institutions

Lori Lockyer, Sue Bennett
Copyright: © 2006 |Pages: 14
ISBN13: 9781591409625|ISBN10: 1591409624|ISBN13 Softcover: 9781591409632|EISBN13: 9781591409649
DOI: 10.4018/978-1-59140-962-5.ch014
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MLA

Lockyer, Lori, and Sue Bennett. "Understanding Roles Within Technology Supported Teaching and Learning: Implications for Staff, Academic Units, and Institutions." Technology Supported Learning and Teaching: A Staff Perspective, edited by John O'Donoghue, IGI Global, 2006, pp. 210-223. https://doi.org/10.4018/978-1-59140-962-5.ch014

APA

Lockyer, L. & Bennett, S. (2006). Understanding Roles Within Technology Supported Teaching and Learning: Implications for Staff, Academic Units, and Institutions. In J. O'Donoghue (Ed.), Technology Supported Learning and Teaching: A Staff Perspective (pp. 210-223). IGI Global. https://doi.org/10.4018/978-1-59140-962-5.ch014

Chicago

Lockyer, Lori, and Sue Bennett. "Understanding Roles Within Technology Supported Teaching and Learning: Implications for Staff, Academic Units, and Institutions." In Technology Supported Learning and Teaching: A Staff Perspective, edited by John O'Donoghue, 210-223. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-962-5.ch014

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Abstract

This chapter provides a case study of a postgraduate course focused on network-based learning, which from its original design was based on constructivist learning principles. Over time, this course has evolved to incorporate increasing use of learning technology — particularly, synchronous and asynchronous communication tools. This evolution has led to a reappraisal and less emphasis on face-to-face class meetings. The course has also increased its student base through distance and offshore offerings. These shifts have translated into changes in the way the course is resourced in both human and infrastructure terms. The case uses Goodyear, Salmon, Spector, Steeples, and Tickner’s (2001) roles and responsibilities of an online teacher to analyse the teaching team’s perspective on the resource implications of a move to increased technology-facilitated teaching and learning for the teaching staff, the academic department, and the institution.

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