An exploration of the ideological becoming of online educators
Bibliographic Data
| ID | 21297403 |
|---|---|
| Authors | Joanne Larty (0000-0003-4571-5141, Lancaster University Management School Lancaster University Lancaster UK, corresponding author), Vivien Hodgson (0000-0002-6684-4914, Lancaster University Management School Lancaster University Lancaster UK) |
| Year | 2024 |
| Volume | 55 |
| Issue | 1 |
| Pages | 139-155 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13331 |
| OpenAlex | W4366983877 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
As online education continues to proliferate that there is a need to understand how institutions can better support faculty in the transition to online education. Building on work that has suggested the importance of learning spaces for faculty to engage in discussion and reflection on their move to online education, this paper employs Bakhtin's notion of ideological becoming to provide a theoretically grounded understanding of how the design of such spaces can better facilitate this move. The paper reveals how learning spaces designed to develop critical awareness empower faculty to navigate discourses of online education, enabling them to build on their existing knowledge and skills as educators. The findings reveal how engaging faculty in critical dialogue can enable a cumulative shift in thinking from discussions dominated by authoritative discourses of online education that create an initial confusion between performance and pedagogy to the development of critical awareness that enables them to challenge dominant discourses and reconnect with the self as an experienced educator. The paper provides an important insight into an approach that might enable institutions to better support faculty buy‐in and acceptance of online education. Practitioner Notes
Confusion · Critical thinking · Engineering ethics · Higher education · Ideology · Mathematics education · Online Teaching · Pedagogy · Perspective (graphical) · Political science · Politics · Public relations · Reflection (computer programming) · Sociology · Transition (genetics) · Computer Science · Engineering · Innovative Education and Learning Practices · Psychology · Reflective Practices in Education · Russian Literature and Bakhtin Studies
What is Technological Pedagogical Content Knowledge (TPACK)?
Covid-19 pandemic and online learning
Embracing discomfort in active learning and technology-rich higher education settings
Understanding academics' adoption of learning technologies
Longing for connection
Criticality as Ideological Becoming
Consensus, difference and ‘multiple communities’ in networked learning
Challenging ideological environments
The interplay between service learning and the ideological becoming of aspiring educators who are “marked” as different
Dialogic understanding of teachers' online transformative learning
Reimagining the new pedagogical possibilities for universities post-Covid-19
Naturalistic inquiry
Online University Teaching During and After the Covid-19 Crisis
Mind, Self, and Society
Qualitative Quality
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |