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Teaching for e-Learning in the knowledge society: Promoting conceptual change in academics’ approaches to teaching

Webster, R. and Sudweeks, F. (2006) Teaching for e-Learning in the knowledge society: Promoting conceptual change in academics’ approaches to teaching. In: Méndez-Vilas, A., Solano Martín, A., Mesa González, J.A and Mesa González, J., (eds.) Current Developments in Technology-Assisted Education. Formatex, Badajoz, Spain, pp. 631-635.

Abstract

This paper suggests that recent changes in higher education, the demands of the knowledge society and an increased need for students to become autonomous, reflective e-learners increases the need for academics to understand the learning process. In order to understand e-learning, teachers need to understand learning as e-learning is embedded in learning. Without an understanding of what learning encompasses, it can be difficult for many academics to develop into good teachers and to promote good e-learning practice. University teachers need to develop a theory of learning and teaching to apply to e-learning scenarios. This paper outlines a program for promoting conceptual change in academics’ approaches to teaching via an understanding of learning and e-learning. A strategy is developed, initially based on IT units, to help extend the approach to other areas. A dissemination and evaluation strategy is also outlined.

Publication Type: Book Chapter
Murdoch Affiliation: School of Information Technology
Publisher: Formatex
Copyright: © FORMATEX 2006
URI: http://researchrepository.murdoch.edu.au/id/eprint/1059
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