Abstract
This piece of action research explores the experiences of social science tutors in communicating their identity in online environments for the benefit of role satisfaction and student learning experience. Data gathered via an online questionnaire was analysed using elements of Appreciative Enquiry. Findings highlighted the challenges of maintaining a student-centred identity in online environments. Issues of physicality, presence and being seen as a person were raised during the study. The authors hope that the ideas discussed will support communication of identity online and thus support role satisfaction in a pedagogical environment using increasing levels of online delivery. The chapter concludes that further research is required with an enhanced appreciative focus, in order to elicit a body of evidence on elements of good practice.
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Oldale, M., Knightley, M. (2018). Values, Identity and Successful Online Teaching Relationships. In: Baxter, J., Callaghan, G., McAvoy, J. (eds) Creativity and Critique in Online Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-78298-0_11
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DOI: https://doi.org/10.1007/978-3-319-78298-0_11
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