Blended university teaching using virtual learning environments: conceptions and approaches
This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers' conceptions and approaches from 'teacher-foc...
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| Published in | Instructional science Vol. 40; no. 1; pp. 141 - 157 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer
01.01.2012
Springer Netherlands Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0020-4277 1573-1952 |
| DOI | 10.1007/s11251-011-9170-9 |
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| Abstract | This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers' conceptions and approaches from 'teacher-focused and content-oriented', through 'studentfocused and content-oriented', to 'student-focused and process-oriented'. Using VLEs was described as a means of supporting: A—information transfer; B—application and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-toface teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching. |
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| AbstractList | This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers’ conceptions and approaches from ‘teacher-focused and content-oriented’, through ‘student-focused and content-oriented’, to ‘student-focused and process-oriented’. Using VLEs was described as a means of supporting: A—information transfer; B—application and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching. This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers' conceptions and approaches from 'teacher-focused and content-oriented', through 'student-focused and content-oriented', to 'student-focused and process-oriented'. Using VLEs was described as a means of supporting: A--information transfer; B--application and clarification of concepts; C--exchange and development of ideas, and resource exploration and sharing; D--collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching.[PUBLICATION ABSTRACT] This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers' conceptions and approaches from "teacher-focused and content-oriented", through "student-focused and content-oriented", to "student-focused and process-oriented". Using VLEs was described as a means of supporting: A--information transfer; B--application and clarification of concepts; C--exchange and development of ideas, and resource exploration and sharing; D--collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching. (Contains 4 tables.) This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers' conceptions and approaches from 'teacher-focused and content-oriented', through 'studentfocused and content-oriented', to 'student-focused and process-oriented'. Using VLEs was described as a means of supporting: A—information transfer; B—application and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-toface teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching. |
| Audience | Higher Education |
| Author | Lameras, Petros Levy, Philippa Webber, Sheila Paraskakis, Iraklis |
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| Cites_doi | 10.1080/03075070902874632 10.1023/A:1004130031247 10.1007/s11251-004-7687-x 10.1080/0729436032000145176 10.1007/BF00138620 10.1023/A:1022547619474 10.1023/A:1003021132510 10.4324/9780203412947 10.1080/1356251032000052339 10.4324/9780203304846 10.1037/h0034701 |
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EllisRASteedAFApplebeeACTeacher conceptions of blended learning, blended teaching and associations with approaches to designAustralasian Journal of Educational Technology2006224312335 ProsserMTrigwellKUnderstanding learning and teaching: The experience in higher education1999BuckinghamSRHE/Open University Press AkerlindGKayroozCUnderstanding academic freedom: The views of social scientistsHigher Education Research and Development200322332734410.1080/0729436032000145176 Lameras, P., Levy, P. & Paraskakis, I. (2008). Conceptions of teaching using virtual learning environments: preliminary findings from a phenomenographic inquiry. Paper presented at the 6th International Conference on Networked Learning, May 5–6, in Halkidiki, Greece. Accessed November 20, 2010, from http://www.networkedlearningconference.org.uk/past/nlc2008/abstracts/PDFs/Lameras_218-225.pdf. 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ProsserMMartinETrigwellKRamsdenPLueckhausenGAcademics’ experiences of understanding of their subject matter and the relationship to their experiences of teaching and learningInstructional Science20053313715710.1007/s11251-004-7687-x ClarkMComputer science: A hard-applied discipline?Teaching in Higher Education200381718710.1080/1356251032000052339 SkeltonAUnderstanding teaching excellence in higher education: Towards a critical approach2005LondonRoutledge10.4324/9780203412947 MartonFPhenomenography: A research approach to investigating different understandings of realityJournal of Thought19862132849 SamuelowiczKBainJConceptions of teaching and learning held by academic teachersHigher Education199224129932510.1007/BF00138620 Entwistle, N. (2008). Taking stock: Teaching and learning research in higher education. Review prepared for an international symposium on teaching and learning research in higher education, Guelph, ON, April 25–26, 2008. Accessed November 20, 2010, from www.kcl.ac.uk/content/1/c6/02/63/41/Entwistle-Ontariopaper.doc. Kordaki, M., & B. Komis. (2000). Epistemological views of teachers about Computer Science and its integration in education. Paper presented at the 2nd Panhellenic conference on information and communications technology in education, in Patras, Greece. JonesCSteeplesCSteeplesCJonesCPerspectives and issues in networked learningNetworked learning: Perspectives and issues2002LondonSpringer1726 LaurillardDRethinking university teaching: A conversational framework for the effective use of learning technologies20022LondonRoutledge10.4324/9780203304846 TrigwellKBowdenJWalshEA phenomenographic interview on phenomenographyPhenomenography2000MelbourneRMIT University Press6382 RobertsGTeaching using the webInstructional Science20033112715010.1023/A:1022547619474 Abenerthy, K., Gabbert, P., & Treu, K. (1998). Inquiry-based computer science instruction: Some initial experiences. In G. Davies & M. O’Higeartaigh (Eds.), Proceedings of the 6th annual conference on the Teaching of computing and the 3rd annual SIGSCE conference on Innovation and Technology in Computer Science Education, ITiCSE 1998, Dublin City University, Ireland, 18–21 August 1998 (pp. 14–17). Dallas, TX: ACM. AkerlindGBowdenJGreenPPhenomenographic methods: A case illustrationDoing developmental phenomenography2005MelbourneRMIT University Press103127 MartonFBoothSLearning and awareness1997Englewood Cliffs, NJLawrence Erlbaum Associates Siakas, K. V., & Georgiadou, E. (2003). Learning in a changing society and the importance of cultural awareness. Paper presented at IADIS 2003 (International Association for the Development of the Information Society) international conference, 5–8 November 2003, Algarve, Portugal. BiglanAThe characteristics of subject matter in different scientific areasJournal of Applied Psychology197357319520310.1037/h0034701 HealeyMJenkinsAEgginsHMacDonaldRDiscipline-based educational developmentThe scholarship of academic development2003BuckinghamSRHE/Open University Press4757 GonzalezCWhat do university teachers think eLearning is good for in their teaching?Studies in Higher Education2010351617810.1080/03075070902874632 G Akerlind (9170_CR2) 2005 M Healey (9170_CR11) 2003 K Samuelowicz (9170_CR23) 2001; 41 9170_CR9 M Prosser (9170_CR19) 2005; 33 F Marton (9170_CR17) 1997 9170_CR1 C Bruce (9170_CR5) 1997 K Samuelowicz (9170_CR22) 1992; 24 K Trigwell (9170_CR26) 2000 9170_CR13 M Clark (9170_CR6) 2003; 8 9170_CR27 A Skelton (9170_CR25) 2005 C Jones (9170_CR12) 2002 C Gonzalez (9170_CR10) 2010; 35 G Akerlind (9170_CR3) 2003; 22 RA Ellis (9170_CR8) 2006; 22 A Biglan (9170_CR4) 1973; 57 9170_CR24 9170_CR14 G Roberts (9170_CR21) 2003; 31 AF Cliff (9170_CR7) 1998; 35 F Marton (9170_CR16) 1986; 21 9170_CR18 D Laurillard (9170_CR15) 2002 M Prosser (9170_CR20) 1999 |
| References_xml | – reference: RobertsGTeaching using the webInstructional Science20033112715010.1023/A:1022547619474 – reference: EllisRASteedAFApplebeeACTeacher conceptions of blended learning, blended teaching and associations with approaches to designAustralasian Journal of Educational Technology2006224312335 – reference: BiglanAThe characteristics of subject matter in different scientific areasJournal of Applied Psychology197357319520310.1037/h0034701 – reference: LaurillardDRethinking university teaching: A conversational framework for the effective use of learning technologies20022LondonRoutledge10.4324/9780203304846 – reference: AkerlindGKayroozCUnderstanding academic freedom: The views of social scientistsHigher Education Research and Development200322332734410.1080/0729436032000145176 – reference: ClarkMComputer science: A hard-applied discipline?Teaching in Higher Education200381718710.1080/1356251032000052339 – reference: Abenerthy, K., Gabbert, P., & Treu, K. (1998). Inquiry-based computer science instruction: Some initial experiences. In G. Davies & M. O’Higeartaigh (Eds.), Proceedings of the 6th annual conference on the Teaching of computing and the 3rd annual SIGSCE conference on Innovation and Technology in Computer Science Education, ITiCSE 1998, Dublin City University, Ireland, 18–21 August 1998 (pp. 14–17). Dallas, TX: ACM. – reference: ProsserMMartinETrigwellKRamsdenPLueckhausenGAcademics’ experiences of understanding of their subject matter and the relationship to their experiences of teaching and learningInstructional Science20053313715710.1007/s11251-004-7687-x – reference: SamuelowiczKBainJRevisiting academics’ beliefs about teaching and learningHigher Education200141329932510.1023/A:1004130031247 – reference: Entwistle, N. (2008). Taking stock: Teaching and learning research in higher education. Review prepared for an international symposium on teaching and learning research in higher education, Guelph, ON, April 25–26, 2008. Accessed November 20, 2010, from www.kcl.ac.uk/content/1/c6/02/63/41/Entwistle-Ontariopaper.doc. – reference: CliffAFTeacher-learners’ conceptions of learning: Evidence of a “communalist” conception amongst postgraduate learners?Higher Education199835220522010.1023/A:1003021132510 – reference: GonzalezCWhat do university teachers think eLearning is good for in their teaching?Studies in Higher Education2010351617810.1080/03075070902874632 – reference: AkerlindGBowdenJGreenPPhenomenographic methods: A case illustrationDoing developmental phenomenography2005MelbourneRMIT University Press103127 – reference: BruceCThe seven faces of information literacy1997AdelaideAuslib Press – reference: HealeyMJenkinsAEgginsHMacDonaldRDiscipline-based educational developmentThe scholarship of academic development2003BuckinghamSRHE/Open University Press4757 – reference: McConnell, D., & Zhao, J. (2006). Chinese higher education teachers’ conceptions of e-learning: Preliminary outcomes. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.), Proceedings of the 23rd annual conference of the Australasian Society for Computers in Learning in Tertiary Education, December 2–5, 2006 (pp. 525–528). Sydney: University of Sydney. – reference: MartonFBoothSLearning and awareness1997Englewood Cliffs, NJLawrence Erlbaum Associates – reference: Siakas, K. V., & Georgiadou, E. (2003). Learning in a changing society and the importance of cultural awareness. Paper presented at IADIS 2003 (International Association for the Development of the Information Society) international conference, 5–8 November 2003, Algarve, Portugal. – reference: ProsserMTrigwellKUnderstanding learning and teaching: The experience in higher education1999BuckinghamSRHE/Open University Press – reference: SkeltonAUnderstanding teaching excellence in higher education: Towards a critical approach2005LondonRoutledge10.4324/9780203412947 – reference: TrigwellKBowdenJWalshEA phenomenographic interview on phenomenographyPhenomenography2000MelbourneRMIT University Press6382 – reference: Vogel, M., & Oliver, M. (2006). Learning design tools project: Design for learning in virtual learning environments—insider perspectives. Project Report. London: Centre for Excellence in Learning Technology, Goldsmiths, University of London. Accessed November 20, 2010, from http://www.jisc.ac.uk/uploaded_documents/D4L_VLE_report_final.pdf. – reference: Kordaki, M., & B. Komis. (2000). 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| Title | Blended university teaching using virtual learning environments: conceptions and approaches |
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