Where is the Teacher? E-learning Technology, Authority and Authorship in teaching and learning
Roni Linser, Fablusi P/L, Australia ; Manjula Waniganayake, Sue Wilkes, University of Melbourne, Australia
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
E-learning is currently proliferating at a rapid rate and the impact of this proliferation on teaching and learning raises many questions with no clear answers. For example what impact if any do the new e-learning technologies have on the role of the teacher in the learning process? To what extent do collaborative authorship practices using the new technologies impact on the role and authority of teachers? And if authority relations between teachers and students are altered, what consequences and effects does it have on learning? These questions and others arose as a result of students' evaluation to a web-based role-play simulation at the University of Melbourne during 2002 and 2003. This paper addresses some of these issues and argues that the new learning spaces enabled by the ICT revolution affect the authority and role of teachers. It recommends a strategy of collaboration and co-inquiry of teachers and learners that may better utilize the advantages of the new learning spaces.
Linser, R., Waniganayake, M. & Wilkes, S. (2004). Where is the Teacher? E-learning Technology, Authority and Authorship in teaching and learning. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3636-3641). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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Switching Roles: a critique of the constructivist perspective on teachers and students – the case of online role-play simulation games
Roni Linser, Fablusi P/L, Australia
Global Learn 2011 (Mar 28, 2011) pp. 1515–1518
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