Degrees of change: understanding academics experiences with a shift to flexible technology-enhanced learning.

Year: 2013

Author: Kehrwald, Ben, McCallum, Faye

Type of paper: Abstract refereed

 Implementing TEL in higher education may include not only changed delivery models, but also raises questions about pedagogical approaches that require different staff capacities, support structures, and administrative processes.
However, the assumption of change can be problematic.  While the implementation of flexible TEL has been shown to imply change from traditional, didactic pedagogical approaches, for teaching academics with robust, activity driven, learner centric pedagogical approaches, the transition to TEL may be more straightforward and the degrees of change may be limited.  For others, the engagement with change process may be partial and the degrees of change realised in the implementation of TEL are likewise limited.  Understanding academics experiences of the change process implied by the adoption of TEL is an important basis for resourcing and supporting such change as a part of realising technology-enhanced educational programs which are consistent with good practice and other quality standards.
This presentation reports on a study of staff experiences with the process of curriculum development and teaching in multiple modes of blended and online learning. The presentation centres on three related questions: What degree of change is implied in the shift from extant to flexible, technology-enhanced courses? How have teaching academics experienced ‘change' (i.e. a change process) within a systematic approach to design, development and implementation of flexible, technology-enhanced learning (TEL) within on undergraduate program? What degree of change in pedagogical practices has occurred as a result of the shift to TEL? The results highlight a range of staff experiences with the change processes within a single program.