Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer

Authors

  • Helen Coker University of the Highlands and Islands

DOI:

https://doi.org/10.19173/irrodl.v19i5.3312

Keywords:

online teaching, online lecturers, e-learning, online pedagogy, e-pedagogy

Abstract

Instructing online has become an increasingly common aspect of a university lecturer’s role. While research has developed an understanding of the student learning experience, less attention has been paid to the role of the lecturer. This study observed the practice of university lecturers teaching in a range of undergraduate degree programmes in the United Kingdom. The lecturers’ purpose, pedagogy, and philosophy emerged in the dialogic patterns of the online space. Practice was shaped by the lecturers’ epistemological positioning and their cultural values and beliefs. The practice, which was observed across different modules, reflected the different positions lecturers took when they approached online teaching. The research highlights the way in which a lecturers’ purpose, pedagogy, and philosophy are reflected in their online facilitation.

Author Biography

Helen Coker, University of the Highlands and Islands

Helen Coker works in the Education Department at Inverness College, University of the Highlands and Islands in Scotland. Her research has focused on the role of the lecturer in online teaching and the collaborative aspects of online practice. She teaches on a range of Masters level programmes in Education, online and blended.

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Published

2018-11-27

How to Cite

Coker, H. (2018). Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer. The International Review of Research in Open and Distributed Learning, 19(5). https://doi.org/10.19173/irrodl.v19i5.3312

Issue

Vol. 19 No. 5 (2018)

Section

Research Articles

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