Exploring Staff Attitudes to Distance Learning -- What Are the Opportunities, Challenges and Impacts on Engineering Academics and Instructional Designers

Autor/inn/en	Saunders, Fiona C.; Brooks, James; Dawson, Mark
Titel	Exploring Staff Attitudes to Distance Learning -- What Are the Opportunities, Challenges and Impacts on Engineering Academics and Instructional Designers
Quelle	In: European Journal of Engineering Education, 45 (2020) 5, S.675-690 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saunders, Fiona C.) ORCID (Dawson, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1677562
Schlagwörter	Distance Education; Engineering Education; Masters Programs; Program Development; Educational Change; College Faculty; Instructional Design; Teacher Attitudes; Barriers; Affordances; Research Universities; Electronic Learning; Delivery Systems; Foreign Countries; United Kingdom (Manchester) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Ingenieurausbildung; Magister course; Magisterstudiengang; Programmplanung; Bildungsreform; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerverhalten; Forschungseinrichtung; Auslieferung; Ausland
Abstract	Higher Education Institutions often see distance learning as a means of expanding student numbers and increasing global reach and reputation. Much of the academic literature, however, remains focused on the impact of distance learning on students and the technologies that support it, rather than considering the impact on those staff that are tasked with designing and delivering it. We describe a qualitative study across two engineering departments in a research-intensive UK university, which examines staff perceptions of the impact of converting programmes from successful on-campus ones to distance learning. The findings provide a rich picture of the practical concerns that individual academics have over the impact of distance learning on "pedagogy," on "technology," on their "institution," on "students" and on "themselves." This is an important contribution to the literature that should benefit other engineering departments around the globe who are also grappling with the opportunities and challenges of distance learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01