Kate Borthwick
Biographic Data
| ID | 8988304 |
|---|---|
| NAME | Kate Borthwick |
| GIVEN NAMES | Kate |
| FAMILY NAME | Borthwick |
| SIGNATURE | BORTHWICK K |
| AFFILIATIONS | University of Southampton |
| ORCID | 0000-0003-2251-7898 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Blended professionals, technology and online learning
The idea of a ‘third space’ located between academic and professional domains has proven useful in exploring changing academic and professional roles in higher education, including in online learning. However, the role of technology in accounts of third space activity remains under‐explored. Drawing on research into the introduction of Massive Open Online Courses (MOOCs) at three UK higher education institutions, it is argued that both social and…
Moocs, learning designers and the unbundling of educator roles in higher education
In university educational technology projects, collaborations with external partners pose a range of opportunities and challenges. Educational projects are often associated with unbundling of conventional higher education roles though there is limited empirical work in this area. This is particularly the case with massive open online courses (MOOCs), where further research is needed into the production of courses and the roles of those who produc…
No prominent works on this page.
Moocs, learning designers and the unbundling of educator roles in higher education
In university educational technology projects, collaborations with external partners pose a range of opportunities and challenges. Educational projects are often associated with unbundling of conventional higher education roles though there is limited empirical work in this area. This is particularly the case with massive open online courses (MOOCs), where further research is needed into the production of courses and the roles of those who produc…
Blended professionals, technology and online learning
The idea of a ‘third space’ located between academic and professional domains has proven useful in exploring changing academic and professional roles in higher education, including in online learning. However, the role of technology in accounts of third space activity remains under‐explored. Drawing on research into the introduction of Massive Open Online Courses (MOOCs) at three UK higher education institutions, it is argued that both social and…
Computer Science (2 works) · E-Learning and Knowledge Management (2 works) · Educational technology (2 works) · Higher education (2 works) · Knowledge management (2 works) · Online and Blended Learning (2 works) · Online Learning and Analytics (2 works) · Pedagogy (2 works) · Political science (2 works) · Sociology (2 works)