Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer

Instructing online has become an increasingly common aspect of a university lecturer’s role. While research has developed an understanding of the student learning experience, less attention has been paid to the role of the lecturer. This study observed the practice of university lecturers teaching i...

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Autor principal:	Helen Coker
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	online teaching online lecturers e-learning online pedagogy e-pedagogy Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/03a6218076644e2aa98f9b0e93220212
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spelling	oai:doaj.org-article:03a6218076644e2aa98f9b0e932202122021-12-02T16:59:50ZPurpose, Pedagogy and Philosophy: “Being” an Online Lecturer10.19173/irrodl.v19i5.33121492-3831https://doaj.org/article/03a6218076644e2aa98f9b0e932202122018-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3312https://doaj.org/toc/1492-3831Instructing online has become an increasingly common aspect of a university lecturer’s role. While research has developed an understanding of the student learning experience, less attention has been paid to the role of the lecturer. This study observed the practice of university lecturers teaching in a range of undergraduate degree programmes in the United Kingdom. The lecturers’ purpose, pedagogy, and philosophy emerged in the dialogic patterns of the online space. Practice was shaped by the lecturers’ epistemological positioning and their cultural values and beliefs. The practice, which was observed across different modules, reflected the different positions lecturers took when they approached online teaching. The research highlights the way in which a lecturers’ purpose, pedagogy, and philosophy are reflected in their online facilitation. Helen CokerAthabasca University Pressarticleonline teachingonline lecturerse-learningonline pedagogye-pedagogySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 5 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	online teaching online lecturers e-learning online pedagogy e-pedagogy Special aspects of education LC8-6691
spellingShingle	online teaching online lecturers e-learning online pedagogy e-pedagogy Special aspects of education LC8-6691 Helen Coker Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer
description	Instructing online has become an increasingly common aspect of a university lecturer’s role. While research has developed an understanding of the student learning experience, less attention has been paid to the role of the lecturer. This study observed the practice of university lecturers teaching in a range of undergraduate degree programmes in the United Kingdom. The lecturers’ purpose, pedagogy, and philosophy emerged in the dialogic patterns of the online space. Practice was shaped by the lecturers’ epistemological positioning and their cultural values and beliefs. The practice, which was observed across different modules, reflected the different positions lecturers took when they approached online teaching. The research highlights the way in which a lecturers’ purpose, pedagogy, and philosophy are reflected in their online facilitation.
format	article
author	Helen Coker
author_facet	Helen Coker
author_sort	Helen Coker
title	Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer
title_short	Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer
title_full	Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer
title_fullStr	Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer
title_full_unstemmed	Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer
title_sort	purpose, pedagogy and philosophy: “being” an online lecturer
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/03a6218076644e2aa98f9b0e93220212
work_keys_str_mv	AT helencoker purposepedagogyandphilosophybeinganonlinelecturer
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Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer

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