You are here:

Rags to Riches and Conflict on the Playground: Contrasting Narratives of E-Learning in an Education Faculty
PROCEEDINGS

, , University of Johannesburg, South Africa ; , Edith Cowan University, Australia

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

We have argued before that personal learning experiences and, to a degree, the teaching experiences of lecturers could be seen as directive indicators of their e-learning uptake. We have also proposed that their 'narrative situatedness' is where we believe reasoning about engagement with educational technology can be found. Through narrative analysis of a number of interviews conducted with lecturers we have identified contrasting 'stories' from two lecturers who started out using technology in their teaching at around about the same time within an Education Faculty. These two narratives provide insight into why the one lecturer (Ellen) succeeded in her e-learning endeavours and why Rose has not yet managed to change her fundamental ideas about teaching and knowledge in any significant way. These two narratives are presented in this paper to expose these lecturer's unique and contrasting 'cultural worlds' and shed light on issues that may not have emerged through other methods.

Citation

Lautenbach, G., Van der Westhuizen, D. & Luca, J. (2006). Rags to Riches and Conflict on the Playground: Contrasting Narratives of E-Learning in an Education Faculty. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1700-1707). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2022 from .

© 2006 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Chase, S.E. (2003). Taking narrative seriously: consequences for method and theory in interview studies. (In.
  2. Denzin, N. & Lincoln, Y.S. Eds. (2003). Turning points in qualitative research: tying knots in a handkerchief. Walnut Creek: AltaMira Press. Pp. 273 – 296.)
  3. Clandinin, D.J. & Connelly, F.M. (2000). Narrative Inquiry: Experience and story in qualitative research. San Francisco, California: Jossey-Bass Inc. Fairclough, N. (1995). Critical discourse analysis: the critical study of language. Edinburgh Gate, Longman.
  4. Flick, U. (1998). An introduction to qualitative research. London: Sage Publications.
  5. Henning, E. (2003). I click, therefore I am (not): is cognition “distributed” or is it “contained” in borderless elearning programmes. International Journal of Training and Development, 7(4).
  6. Lautenbach, G.V. (2005). Lecturers’ changing epistemologies and pedagogies during engagement with Information and Communication Technology in an Education Faculty. Unpublished DEd thesis. Johannesburg, University of Johannesburg.
  7. Riessman, C.K. (2002). Analysis of personal narratives. (In. Gubrium, J.F. & Holstein, J.A. Eds. (2002). Handbook of interview research: context and method. Thousand Oaks, California: Sage Publications. Pp. 695 – 709.)
  8. Wolcott, H.F. (1994). Transforming qualitative data. Description, analysis and interpretation. Thousand Oaks, CA: Sage.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.