Seeing through the eyes of a teacher: differences in perceptions of HE teaching in face-to-face and digital contexts

• Published in: Studies in higher education (Dorchester-on-Thames) Vol. 45; no. 6; pp. 1149 - 1159
• Main Authors: Jensen, Lise, Price, Linda, Roxå, Torgny
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.06.2020; Taylor & Francis Ltd
• Subjects: Campuses; Class Size; College Faculty; Context Effect; Didactics; Didactics (including General and Subject Didactics); Didaktik; Didaktik (Här ingår: Allmän- och ämnesdidaktik); Distance learning; Educational Sciences; Foreign Countries; Higher Education; Interaction; Learning Activities; Online Courses; Perceptions; Physical Environment; Respondents; Samhällsvetenskap; Social Sciences; Student teacher relationship; Synchronous Communication; Teacher Attitudes; Teacher Student Relationship; Teachers; Teaching; Teaching Experience; teaching methods; Technology; technology uses in education; Undergraduate Students; Utbildningsvetenskap; Virtual Classrooms; Sweden
• ISSN: 0307-5079; 1470-174X; 1470-174X
• DOI: 10.1080/03075079.2019.1688280

Studies of how contextual factors influence teachers' approaches to teaching have chiefly focused on face-to-face teaching in physical campus contexts. This study advances understanding of how applicable this knowledge is in digital contexts. The study explores how university teachers perceive the differences between teaching in physical campus contexts and the digital teaching contexts found in online courses. Interview data were collected from 15 university teachers and analysed using thematic analysis. The results show that respondents perceived digital teaching contexts to be changeable. Changes were attributed to technology development and influences from students and teachers. The respondents varied in how close or anonymous they perceived their online students to be compared to their campus students. The variation was related to the type of teaching-learning activities prioritised by the respondents. However, no relationships were found between respondents' perceptions of their student-teacher relationship and class size, time invested, or type of communication.