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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
ARTICLE

ISAIJLS Volume 40, Number 6, ISSN 0020-4277

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.

Citation

Gonzalez, C. (2012). 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. Instructional Science: An International Journal of the Learning Sciences, 40(6), 975-998. Retrieved October 19, 2019 from .

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