Learning technology: An area of contestation in higher education
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Description
With the increasing adoption of learning technologies, learning and teaching in higher education has undergone continuous transformation. Learning and teaching design is increasingly shared between teaching academics and learning designers. Research into how these two groups understand learning technologies is critical if underlying tensions in learning design are to be understood. Foucauldian discourse analysis was used to examine qualitative data from semi-structured interviews with teaching academics and learning designers. This briefing paper provides an overview of the research findings and calls for policies and practices that support collaboration between teaching academics and learning designers to improve student outcomes.
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| ID Code: | 246999 | ||||||
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| Item Type: | Contribution to Newspaper, Magazine or Website (Article) | ||||||
| Refereed: | No | ||||||
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| Measurements or Duration: | 4 pages | ||||||
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| Keywords: | learning technologies, teaching academic, learning designer, higher education | ||||||
| DOI: | 10.5204/book.eprints.246999 | ||||||
| ISSN: | 2652-5828 | ||||||
| Pure ID: | 163207635 | ||||||
| Divisions: | Current > QUT Faculties and Divisions > Academic Division | ||||||
| Copyright Owner: | Consult author(s) regarding copyright matters | ||||||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||
| Deposited On: | 06 Mar 2024 07:39 | ||||||
| Last Modified: | 18 Jul 2024 00:57 |
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