Designing Holistic and Multivoiced Online Learning

Higher Education Actors’ Pedagogical Decisions and Perspectives

Bibliographic Data

ID22048637
AuthorsVasiliki Papageorgiou (0000-0002-2387-6780, University of Surrey, corresponding author), Edgar Meyer (0000-0003-3748-7644, University of Birmingham), Iro Ntonia (0009-0008-5184-6862, Imperial College London)
Year2024
Volume14
Issue5
Pages504
Publication date2024-05-08
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14050504
OpenAlexW4396731710
LanguageEN
Citations received1
References cited65

Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of a qualitative multiple case study research that investigated the pedagogical decisions and rationales of educators and digital learning professionals in deliberately designed online learning contexts. Data were collected through 31 interviews, observations and documents from seven interdisciplinary design teams across six UK universities over an extended period. Three themes were constructed to convey key research insights including: (1) embracing a multi-level view of student learning journeys, (2) embedding multiple and diverse ‘voices’ and (3) creating a complex web of social learning opportunities and ‘spaces’. The findings from this study offer a revitalised understanding of pedagogies suggesting holistic and multivoiced approaches to online learning. Findings pointed to the need for narrative-based approaches to online learning design, attention to purposeful hybrid learning spaces and an expansive view of educators’ role. The insights presented in this paper can be enlightening for educators, teaching teams, digital learning teams, academic developers, researchers and university leadership, opening up dialogue and new directions for online learning practices and research

Educational technology · Electronic learning · Higher education · Instructional design · Knowledge management · Mathematics education · Pedagogy · Political science · Sociology · Computer Science · Digital Education and Society · Online and Blended Learning · Online Learning and Analytics · Psychology

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