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ERIC Number: EJ1256715
Record Type: Journal
Publication Date: 2020
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1554-480X
EISSN: N/A
Library, Classroom and Action Centre: Design Metaphors That Shape Pedagogy, Roles and Success Criteria for Online Courses
Price, David William
Pedagogies: An International Journal, v15 n2 p106-126 2020
Moving courses online can amplify a pedagogy of compliance and result in an expensive development that resists change. Alternatively, moving online can expand the pedagogy, roles and success criteria for a course. The literature lacks multi-case analysis of complex online courses. This multiple case study uses activity theory to examine the development and adaptations of four online writing courses at universities in North America. The results suggest three design metaphors that predict expectations for criteria for success, pedagogical approach and development, and adaptability to change. A library metaphor focuses on isolated individuals studying packaged content and is resistant to change. A classroom metaphor focuses on facilitating interactions of students with existing content. In the library and classroom, moving online and responding to learner difficulties can amplify compliance pedagogy. In contrast, an action centre metaphor expands pedagogy and the roles of learners and their community by embracing collaboration, ongoing feedback and meaningful revision to address a community need. Design metaphors can be used to plan, categorize or evaluate online courses.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A