Abstract
Research undertaken in 2000–2001 in one modern Scottish university shows that most current university teachers’ conceptions of and approaches to using the Web for learning and teaching are far removed from the concept of ‘networked learning’. The argument is made that university teachers’ preferred approaches to teaching and learning are informed by their conceptions of teaching and learning. If approaches to using the Web are to move closer to definitions of networked learning, teachers’ conceptions need to develop from instructivist, information transmission mode to constructivist, learning facilitation mode. The role of experience and contextual factors are discussed in achieving the development of conceptions and networked learning.
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Roberts, G. (2004). Teaching using the Web: Conceptions and approaches from a phenomenographic perspective. In: Dillenbourg, P., et al. Advances in Research on Networked Learning. Computer-Supported Collaborative Learning Series, vol 4. Springer, Dordrecht. https://doi.org/10.1007/1-4020-7909-5_10
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DOI: https://doi.org/10.1007/1-4020-7909-5_10
Publisher Name: Springer, Dordrecht
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