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ERIC Number: EJ881860
Record Type: Journal
Publication Date: 2010-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1360-144X
Teacher Talk: Flexible Delivery and Academics' Praxis in an Australian University
Hardy, Ian Joseph
International Journal for Academic Development, v15 n2 p131-142 Jun 2010
This article reveals how a university-wide decision to implement flexible delivery at an Australian regional university stimulated academics' praxis in the form of committed, collaborative inquiry into teaching practice and students' learning. This inquiry took the form of deliberately developed conversations amongst academics about their teaching practices. The article reports the discussions of a group of seven education academics who met regularly over a 6-month period to better understand, with a view to improving, their teaching practices in the context of the introduction of a new e-technology platform at their university. Analysis of detailed transcripts of semi-structured meetings of the group suggests considerable evidence of praxis amongst members. This was evident in the way participants interacted with one another in their efforts to interrogate what flexible learning meant, their response to the change process instigated by the move to flexible delivery, and their critique of the usefulness of information and communication technologies for teaching practice and student learning. The findings validate collaborative inquiry approaches as a form of praxis in university settings. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia