Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions.

2.50
Hdl Handle:
http://hdl.handle.net/10547/622632
Title:
Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions.
Authors:
Rivers, Bethany Alden; Richardson, John T.E. ( 0000-0002-6267-0603 ) ; Price, Linda ( 0000-0001-5291-0469 )
Abstract:
Increasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers? beliefs will influence their approaches to teaching, this research sought to understand how a group of distance tutors at the UK Open University conceptualised reflection. It was hoped that these findings would illuminate their approaches to promoting reflection as part of their online pedagogies. Phenomenographic analysis indicated that these tutors conceptualised reflection in four qualitatively different ways. Furthermore, the data suggested that these educators held a combination of two conceptions: one that understood the origin of being reflective and one that understood the purpose of reflection. Analysis of structural aspects of these conceptions offered insight into tutors? own perspectives for what is needed to make online learning environments fertile territory for reflective learning.
Affiliation:
University of Northamptonshire; Open University
Citation:
Rivers BA, Richardson JTE, Price L (2014) 'Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions.', International Review of Research in Open and Distance Learning, 15 (3), pp.215-231.
Publisher:
Athabasca University
Journal:
International Review of Research in Open and Distance Learning
Issue Date:
1-Jan-2014
URI:
http://hdl.handle.net/10547/622632
Additional Links:
http://www.irrodl.org/index.php/irrodl/article/view/1777
Type:
Article
Language:
en
ISSN:
1492-3831
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorRivers, Bethany Aldenen
dc.contributor.authorRichardson, John T.E.en
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-18T11:06:00Z-
dc.date.available2018-04-18T11:06:00Z-
dc.date.issued2014-01-01-
dc.identifier.citationRivers BA, Richardson JTE, Price L (2014) 'Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions.', International Review of Research in Open and Distance Learning, 15 (3), pp.215-231.en
dc.identifier.issn1492-3831-
dc.identifier.urihttp://hdl.handle.net/10547/622632-
dc.description.abstractIncreasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers? beliefs will influence their approaches to teaching, this research sought to understand how a group of distance tutors at the UK Open University conceptualised reflection. It was hoped that these findings would illuminate their approaches to promoting reflection as part of their online pedagogies. Phenomenographic analysis indicated that these tutors conceptualised reflection in four qualitatively different ways. Furthermore, the data suggested that these educators held a combination of two conceptions: one that understood the origin of being reflective and one that understood the purpose of reflection. Analysis of structural aspects of these conceptions offered insight into tutors? own perspectives for what is needed to make online learning environments fertile territory for reflective learning.en
dc.language.isoenen
dc.publisherAthabasca Universityen
dc.relation.urlhttp://www.irrodl.org/index.php/irrodl/article/view/1777en
dc.subjectvirtual learning environmentsen
dc.subjectlearning technologyen
dc.subjectreflectionen
dc.titlePromoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions.en
dc.typeArticleen
dc.contributor.departmentUniversity of Northamptonshireen
dc.contributor.departmentOpen Universityen
dc.identifier.journalInternational Review of Research in Open and Distance Learningen
dc.date.updated2018-04-17T13:55:50Z-
dc.description.notecc by-
This item is licensed under a Creative Commons License
Creative Commons
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.