Abstract
This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous investigations. Approaches to e-teaching ranged from a focus on information transmission to a focus on communication and collaboration. An analysis of perceptions of the teaching situation in relation to e-learning identified key themes influencing adopted approaches: control of teaching, institutional strategy, pedagogical and technological support, time required, teacher skills for using e-learning, and student abilities and willingness for using learning technology. Associations between these elements showed three groups of teachers: one focusing on transmission of information teaching both face-to-face and online while having a general negative perception of the teaching situation in relation to e-learning; a second focusing on student learning both face-to-face and online while having a general positive perception; and a third presenting unexpected patterns of associations. These results may be helpful for supporting different groups of teachers in employing e-learning in their on-campus units of study. At the same time, further research is proposed for inquiring into specific approaches in different disciplines and different university contexts.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Agostinho, S. (2009). Learning design: Representations to document, model, and share teaching practice. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds.), Handbook of research on learning design and learning objects: Issues, applications, and technologies (pp. 1–19). Hershey, PA: Information Science Reference.
Åkerlind, G. S. (2005a). Learning about phenomenography: Interviewing, data analysis and the qualitative research paradigm doing developmental phenomenography (pp. 63–74). Melbourne: RMIT University Press.
Åkerlind, G. S. (2005b). Phenomenographic methods: A case illustration doing developmental phenomenography (pp. 103–127). Melbourne: RMIT University Press.
Åkerlind, G. S. (2005c). Variation and commonality in phenomenographic research methods. Higher Education Research and Development, 24(4), 321–334.
Bowden, J. (2000). Experience of phenomenographic research: A personal account. In J. Bowden & E. Walsh (Eds.), Phenomenography (pp. 47–61). Melbourne: RMIT University Press.
Bowden, J., & Marton, F. (2004). The university of learning. London: Routledge.
Braun, B., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in Psychology (3), 77–101.
Brew, A. (2006). Research and teaching: Beyond the divide. New York: Palgrave Macmillan.
Ellis, R. A., Hughes, J., Weyers, M., & Riding, P. (2009). University teacher approaches to design and teaching and concepts of learning technologies. Teaching and Teacher Education, 25(1), 109–117.
Ellis, R., Steed, A., & Applebee, A. (2006). Teacher conceptions of blended learning, blended teaching and associations with approaches to design. Australasian Journal of Educational Technology, 22(3), 312–335.
Ginns, P., Kitay, J., & Prosser, M. (2008). Developing conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher Education. The International Journal for Academic Development, 13, 175–185.
Goodyear, P., & Retalis, S. (Eds.). (2010). Technology-enhanced learning: Design patterns and pattern languages. Rotterdam: Sense Publishers.
Graham, C. R. (2006). Blended learning systems. Definition, current trends and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning. Global perspectives, local designs (pp. 3–21). San Francisco, CA: Pfeiffer.
Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255–275.
Kember, D., & Kwan, K. P. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5–6), 469–490.
Kember, D., Kwan, K.-P., & Ledesma, J. (2001). Conceptions of good teaching and how they influence the way adults and school leavers are taught. International Journal of Lifelong Education, 20(5), 393–404.
Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285–298.
Marton, F. (1986). Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28–49.
Marton, F., & Booth, S. (1997). Learning and awareness. New Jersey: Lawrence Erlbaum Associates.
Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’ be redeemed? E-learning 2(1), Retrieved December 27, 2010 http://www.wwwords.co.uk/pdf/validate.asp?j=elea&vol=2012&issue=2011&year=2005&article=2013_Oliver_ELEA_2012_2011_web.
Postareff, L., Katajavuori, N., Lindblom-Ylänne, S., & Trigwell, K. (2008). Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education, 33(1), 49–61.
Postareff, L., & Lindblom-Ylänne, S. (2008). Variation in teachers’ descriptions of teaching: Broadening the understanding of teaching in higher education. Learning and Instruction, 18(2), 109–120.
Prosser, M. (2000). Using phenomenographic research methodology in the context of research in teaching and learning. In J. Bowden & E. Walsh (Eds.), Phenomenography (pp. 34–46). Melbourne: RMIT University Press.
Prosser, M., Martin, E., Trigwell, K., Ramsden, P., & Middleton, H. (2008). University academics’ experience of research and its relationship to their experience of teaching. Instructional Science, 36(1), 3–16.
Prosser, M., & Trigwell, K. (1997). Relations between perceptions of the teaching environment and approaches to teaching. British Journal of Educational Psychology, 67, 25–35.
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching : the experience in higher education. Buckingham [England], Philadelphia, PA: Society for Research into Higher Education & Open University Press.
Prosser, M., & Trigwell, K. (2006). Confirmatory factor analysis of the approaches to teaching inventory. British Journal of Educational Psychology, 76, 405–419.
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London; New York: Routledge Falmer.
Ramsden, P., Prosser, M., Trigwell, K., & Martin, E. (1997). Perceptions of academic leadership and the effectiveness of university teaching. Paper presented at the annual conference of the Australian association for research in education. Brisbane, Australia.
Roberts, G. (2003). Teaching using the web: Conceptions and approaches from a phenomenographic perspective. Instructional Science, 31(1–2), 127–150.
Trigwell, K. (2000). A phenomenographic interview on phenomenography. In J. Bowden & E. Walsh (Eds.), Phenomenography (pp. 63–82). Melbourne: RMIT University Press.
Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education, 32(1), 77–87.
Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409–424.
Trigwell, K., Prosser, M., & Taylor, P. (1994). Qualitative differences in approaches to teaching 1st year university science. Higher Education, 27(1), 75–84.
Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
González, C. The relationship between approaches to teaching, approaches to e-teaching and perceptions of the teaching situation in relation to e-learning among higher education teachers. Instr Sci 40, 975–998 (2012). https://doi.org/10.1007/s11251-011-9198-x
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11251-011-9198-x