Change in University Teachers' Elearning Beliefs and Practices: A Longitudinal Study

Autor/in	Scott, Karen M.
Titel	Change in University Teachers' Elearning Beliefs and Practices: A Longitudinal Study
Quelle	In: Studies in Higher Education, 41 (2016) 3, S.582-598 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.942276
Schlagwörter	Foreign Countries; College Faculty; Teacher Attitudes; Attitude Change; Electronic Learning; Beliefs; Educational Practices; Program Implementation; Expectation; Preferences; Student Educational Objectives; Reflection; Longitudinal Studies; Case Studies; Phenomenology; Data Analysis; Qualitative Research; Semi Structured Interviews; Student Surveys; Australia + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Belief; Glaube; Bildungspraxis; Expectancy; Erwartung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Auswertung; Qualitative Forschung; Schülerbefragung; Australien
Abstract	Little longitudinal research has examined change in university teachers' elearning beliefs and practices after their initial experience with elearning. This study addresses this gap by focusing on six teachers who developed and implemented an elearning resource, and the changes they made to the resource and its implementation over two years. A focus is whether the teachers' reflections on the changes provided an opportunity and stimulus for change in their elearning beliefs and practices. Findings highlight that change in elearning beliefs cannot be presumed to precede change in practices, and that changes in elearning beliefs and practices typically occur following critical unmet expectations, when students' learning preferences conflict with teachers' goals. Furthermore, teachers have sets of elearning beliefs that inform different practices in different contexts. Finally, this study has highlighted the continuing refinement and redevelopment of elearning resources that occur over time. The findings have implications for supporting teachers using elearning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01