Cilia, James; (2021) Academic development to support pedagogically-informed uses of learning technologies. Doctoral thesis (Ph.D), UCL (University College London).

Preview

Text Cilia__thesis.pdf Download (3MB) | Preview

Abstract

Learning technologies are increasingly common in higher education institutions, but academics are frequently unsure how best to use these. Staff development activities focussed on technology skills are not sufficient for academics to design sound technology-based educational experiences. This research study explores this problem, seeking to increase understanding on how academic developers can support academics to make pedagogically-informed uses of learning technologies. An exploratory case study methodology was used for this 44-month research study. The data collection included class teaching observations, document analysis, semi-structured interviews and forum postings during a professional development (PD) course. The first phase of research involved the development and testing of a class teaching observation schedule, to understand current practice. The second phase of research included class teaching observations and interviews with participating academics to identify their learning needs. These research activities informed the design, development and delivery of the first part of a PD course. The final phase of research involved (a) interviews to understand the participants’ experience of the first part of the course and to identify their expectations for the remaining part of the course and (b) the delivery of the remaining part of the PD course. A thematic analysis of the participants’ forum posts and mid-course interviews led to the identification of five themes. The main contributions of this research study are related to (a) the process of academic development for learning technology use, and (b) the process of studying academic development. This study shows how the teaching development of academics can be addressed through flexible and just-in time academic development, and engaging academics in activities related to their teaching context. The student experience of technology-based teaching, the course learning resources and activities, the facilitator’s guidance, the diversity of participants’ experiences and peer discussions support academics to develop pedagogically-informed positions on teaching and learning technologies. Methodologically, the thesis suggests that researchers should use a diversity of data collection tools to gather and analyse evidence about academic development.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as JSONCSVXML

Downloads by country - last 12 months

Export as JSONXMLCSV

Archive Staff Only

View Item