Abstract
This chapter opens by re-visiting the social and economic context of UK higher education, a context dominated by globalisation, new liberalism and competition, but also shaped by the opportunities associated with digital learning. It revisits theories of pedagogy and issues arising from the chapters focusing particularly on: online forums in teaching, developing a learning community through digital technology and by analysing how such technology shapes the identity of teachers. Finally, it argues that despite constraints, challenges and work intensification, technologies are an important resource within Higher Education, increasing access and broadening reach whilst also contributing to the formal and informal education of citizens and positively contributing to the creation of critical publics – publics with the capacity to challenge established social norms and centres of power.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, Special Issue, 12(3), 80–97.
Azevdo, C. (2017) Through the looking-glass: An exploration of students’ discourse within the managerialised university (Unpublished MRes dissertation). The Open University Business School.
Bates, T. (2014). Teaching in a digital age. https://opentextbc.ca/teachinginadigitalage/chapter/section-3-4-constructivism/
Baxter, J. (2012). The impact of professional learning on the teaching identities of higher education lecturers. European Journal of Open, Distance and E Learrning 2012:II [Online]. http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=527. Accessed 23 Mar 2017.
Baxter, J., & Haycock, J. (2013). Roles and student identities in online large course forums: Implications for practice. International Review of Open and Distance Learning, 15(1), 20–40.
Bayne, S. et al. (2014). Manifesto for teaching online, digital education at the University of Edinburgh. https://onlineteachingmanifesto.wordpress.com/. Accessed 6 Nov 2017.
Boitshwarelo, B. (2011). Proposing an integrated research framework for connectivism: Utilising theoretical synergies. The International Review of Research in Open and Distributed Learning, 12(3), 161–179.
Brerton, L., & Vesoodaven, V. (2010). The impact of the NHS market. Civitas, http://www.civitas.org.uk/content/files/Civitas_LiteratureReview_NHS_market_Feb10.pdf. Accessed 2 Nov 2017.
Burke, P. J., & Reitzes, D. C. (1981). The link between identity and role performance. Social Psychology Quarterly, 44, 83–92.
Callaghan, G., Fribbance, I., & Higginson, M. (Eds.). (2012). Personal finance. Basingstoke: Palgrave Macmillan/ The Open University.
Chaplea, C. (2006). Barriers to brand building in UK universities. International Journal of non-profit and voluntary sector marketing, 12(1), 23–32.
Duemer, L., Fontenot, D., Gumfory, K., Kallus, M., Larsen, J. A., Schafer, S., & Shaw, B. (2002). The use of online synchronous discussion groups to enhance community formation and professional identity development. The Journal of Interactive Online Learning, 1(2), 1–12.
Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143–1168.
Frey, C.B., & Osborne, M.A. (2013). The future of employment: How susceptible are jobs to computerization (Working paper). University of Oxford. http://www.oxfordmartin.ox.ac.uk/downloads/academic/future-of-employment.pdf. Accessed 2 Nov 2017.
Hamilton, M. (2017). Loving the alien: Robots and AI in education In Digifest conference. https://www.jisc.ac.uk/events/digifest-14-mar-2017/programme. Accessed 2 Nov 2017.
Henri, F. (1992). Computer conferencing and content analysis. In A. R. Kaye (Ed.), Collaborative learning through computer conferencing (pp. 117–136). Berlin: Springer.
Hutton, W. (1995). The state we’re in. London: Jonathan Cape.
Hutton, W. (2015). How good we can be: Ending the mercenary society and building a great country. London, US: Little Brown.
Illeris, K. (Ed.). (2009). Contemporary theories of learning : Learning theorists in their own words. London: Routledge.
Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multi-access learning. Journal of Online Learning and Teaching, 9(2), 172.
Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses. In Proceedings of the third international conference on learning analytics and knowledge (pp. 170–179). New York: ACM.
Rheingold, H. (2012). Net smart: How to thrive online. London: MIT Press.
Riding, R. J., & Sadler-Smith, E. (1997). Cognitive style and learning strategies: Some implications for training design. International Journal of Training and Development, 1(3), 199–208.
Sappey, J., & Relf, S. (2010). Digital technology education and its impact on traditional academic roles and practice. Journal of university teaching and learning practice, 7(1), 3.
Schreurs, B., et al. (2014). An investigation into social learning activities by practitioners in open educational practices. The International Review of Research in Open and Distributed Learning, 15(4), 1–20.
Scott, J. (2000). Rational choice theory. Understanding contemporary society: Theories of the present 129.
Skinner, B. (1968). The technology of teaching. New York: Appleton-Century-Crofts.
Stefani, L. (2017). Realizing the potential for creativity. In L. S. Watts & P. Blessinger (Eds.), Creative learning in higher education: International perspectives and approaches (pp. 196–209). New York and London: Routledge.
Tomlinson, M. (2014). Exploring the impact of policy changes on the student approaches and attitudes to learning in contemporary higher education: Implications for student learning engagement, Higher Education Academy. https://www.heacademy.ac.uk/system/files/resources/exploring_the_impact_of_policy_changes_student_experience.pdf
UK Government. (2017). Student finance. https://www.gov.uk/student-finance. Accessed 2 Nov 2017.
Veletsianos, G. (2016). Social media in academia: networked scholars. New York: Routledge.
Weinbren, D. (2014). The Open University: A history. Manchester: Manchester University Press.
Weller, M. (2011). The Digital Scholar: How Technology is transforming academic practice, Bloomsbury Open Access. https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is-transforming-scholarly-practice/. Accessed 7 July 2016.
Weller, M. (2013). The battle for open – a perspective. Journal of Interactive Media in Education, (3). http://jime.open.ac.uk/articles/10.5334/2013-15/. Accessed 24 June 2016.
Weller, M. (2015). Open education Europe, Summary. https://www.openeducationeuropa.eu/en/news/martin-weller-mooc-hype-definitely-over. Accessed 4 Nov 2017.
Wenger, E. C. (2008). Communities of practice: Learning, meaning, and identity (18th Printing, first published 1998). Cambridge: Cambridge University Press.
Wenger, E. (2010). Communities of practice and social learning systems: The career of a concept. http://wenger-trayner.com/wp-content/uploads/2012/01/09-10-27-CoPs-and-systems-v2.01.pdf. Accessed 9 Sept 2016.
Wenger, E. C., & Lave, J. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Williams, R. (1989). Resources of hope. London: Verso.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Callaghan, G., Baxter, J., McAvoy, J. (2018). The Future of Online Teaching and Learning and an Invitation to Debate. 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_13
Download citation
DOI: https://doi.org/10.1007/978-3-319-78298-0_13
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-78297-3
Online ISBN: 978-3-319-78298-0
eBook Packages: EducationEducation (R0)