Stakeholder Struggles in the Uptake and Use of Blended and Online Learning in Higher Education

IF 0.1 0 ARCHAEOLOGY
L. Dison, K. Padayachee
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引用次数: 4

Abstract

Recommendations for greater adoption of blended and online learning pedagogies pre-date COVID-19 by many years. However, the uptake and implementation of blended and online learning was largely ignored by lecturers in many contact institutions, despite the introduction of policies and various resources to support such a shift. In this chapter, we critically explore the reluctance of lecturers to adopt blended and online learning pedagogies, drawing on the Epistemic Pedagogic Device (EPD) of Legitimation Code Theory (LCT) and the elements of Archer’s theory of Social Realism to explicate the roles and contestations among the various stakeholders involved in teaching and learning in higher education institutions. In particular, we examine the struggles for legitimacy faced by instructional designers and academic developers in the sites of teaching and learning, sites which have traditionally been controlled by lecturers. We posit that successful, sustainable implementation of online and blended learning requires institutional recognition of multiple stakeholders as legitimate role-players in teaching and student learning.
利益相关者在高等教育中对混合学习和在线学习的吸收和使用中的挣扎
关于更多采用混合式和在线学习教学法的建议比2019冠状病毒病早了许多年。然而,尽管引入了政策和各种资源来支持这种转变,但许多联系机构的讲师在很大程度上忽视了混合和在线学习的吸收和实施。在本章中,我们批判性地探讨了讲师不愿意采用混合和在线学习教学法的问题,利用合法性代码理论(LCT)的认识论教学法(EPD)和阿切尔的社会现实主义理论的要素来解释高等教育机构中涉及教学和学习的各种利益相关者之间的角色和争论。特别是,我们研究了教学设计师和学术开发者在教学和学习场所所面临的合法性斗争,这些场所传统上由讲师控制。我们认为,在线和混合学习的成功、可持续实施需要制度性地承认多个利益相关者在教学和学生学习中的合法角色。
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
CiteScore
0.70
自引率
66.70%
发文量
8
审稿时长
5 weeks
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