Facilitating pedagogical change in online learning in higher education through professional development
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AbstractThe onset of Covid-19 gave rise to a huge wake-up call across the higher education sector as it switched to what has been termed ‘emergency remote teaching’ during 2020. This unprecedented rise in the uptake of online learning accentuated the need for lecturers to develop pedagogically-informed online teaching practices. This research used an appreciative inquiry methodology during the first wave of the pandemic to explore enacted TPACK (technology, pedagogy and content knowledge) knowledge of in-service teachers. The research makes an original contribution to research, addressing a gap in knowledge arising from the literature review relating to the use of TPACK to support in-service lecturers. As practice- based research, findings illustrated how teaching practices can be developed using professional development strategies to uncover the potential of online learning to deliver a transformative learning experience. Key findings of the research included a set of indicators for student-centred online teaching practices, examples of core and advanced teacher competences, and a mapping of technology affordances to support student-centred learning (SCL) pedagogies. The findings highlighted the importance of lecturers having permission to experiment, and the relevance of TPACK to support the development of a collective knowledge of SCL pedagogies to create innovation and reflection within communities of practice. The findings include a conceptualisation of the TPACK framework for use by lecturers and programme teams to support the design and development of SCL online pedagogies. In addition, recommendations arising from the research include a framework for supporting communities of practice develop contextual TPACK indicators using appreciative inquiry, and the need for strategic leadership through institutionally-led initiatives that take into consideration elements within the conceptualised TPACK framework.
PublisherUniversity of Wolverhampton
TypeThesis or dissertation
DescriptionA thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Education.
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