Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness?

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-04-19 DOI:10.1080/13562517.2023.2201674

Ida Naimi-Akbar, Maria Weurlander, Linda Barman

引用次数: 0

Abstract

In this phenomenographic study, we contribute with a critical view on teachers' understanding of the use of digital technology in education is at the core. By analysing engineering teachers in Sweden's qualitative different ways of experiencing teaching-learning in virtual learning environments (VLEs) pre-COVID-19 pandemic, we found three different approaches: (A) increased transmission possibilities, (B) outlined trail and (C) forced compromises. Based on our findings, the tensions between the possibilities in the virtual learning environment and teachers' teaching-learning intentions are discussed, and teachers' decreased room for action to design for learning is problematised. Notably, teachers with an increased breadth of awareness of teaching-learning appear to experience the greatest tensions, forcing them to compromise their student-centred intentions. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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虚拟学习环境中的教与学:一种与以学生为中心的被迫妥协?

在这一现象研究中，我们对教师理解数字技术在教育中的使用是核心的批判性观点做出了贡献。通过分析瑞典工程教师在covid -19大流行前在虚拟学习环境(VLEs)中体验教学的定性不同方式，我们发现了三种不同的方法:(A)增加传播可能性，(B)概述路径和(C)强制妥协。基于我们的研究结果，讨论了虚拟学习环境中的可能性与教师的教与学意图之间的紧张关系，并提出了教师减少为学习而设计的行动空间的问题。值得注意的是，对教与学的认识越来越广泛的教师似乎经历了最大的紧张，迫使他们妥协以学生为中心的意图。©2023作者。由Informa UK Limited出版，以Taylor & Francis Group的名义进行交易。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.