Ockham's Razor Makes Me Smile: Managing New Literacy Practices in off Shore University Course Work in the Digital Age

Autor/in	Garrick, Barb
Titel	Ockham's Razor Makes Me Smile: Managing New Literacy Practices in off Shore University Course Work in the Digital Age
Quelle	In: Higher Education Studies, 2 (2012) 4, S.75-90 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Social Media; Computer Mediated Communication; Educational Technology; Technology Uses in Education; Blended Learning; Higher Education; Foreign Countries; Distance Education; Teacher Student Relationship; Qualitative Research; Longitudinal Studies; Online Surveys; Focus Groups; Semi Structured Interviews; Electronic Mail; Australia; Canada + Suchen Sie Ihr Suchwort? Soziale Medien; Computerkonferenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elektronischer Briefkasten; Australien; Kanada
Abstract	Managing international cohorts of students who undertake workplace learning in countries other than the country of their host university can be a very complex and difficult process. University academics are accustomed to personal, face to face contact with their students. When students then move offshore, but remain the responsibility of the academics, there is often difficulty working in a virtual world of communication. This sorely tests the participants' concept of teaching and good pedagogy and can lead to the academic feeling a loss of intimacy or with-it-ness with their students. This paper investigates the use of a very simple social media tool to stay in regular and personal contact with students during their off-shore work placements. The paper will show that contact with students within a virtual environment up until recently is usually undertaken using older literacy practices such as emails. These simply become an electronic form of a handout or letter. Although crafted to avoid ambiguity, the emails nevertheless seem not to work in a virtual environment as they would do in a face to face environment. Drawing upon the literature, the point is made in this paper that contact with students in virtual environments can be made using social media tools that involve newer literacy practices. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01