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    Seeing through the eyes of a teacher: differences in perceptions of HE teaching in face-to-face and digital contexts

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    Seeing through the eyes of a ...
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    Authors
    Jensen, Lise
    Price, Linda
    Roxå, Torgny
    Affiliation
    Lund University
    University of Bedfordshire
    Issue Date
    2019-11-13
    Subjects
    teaching
    higher education
    Subject Categories::X342 Academic studies in Higher Education
    
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    Abstract
    Studies of how contextual factors influence teachers’ approaches to teaching have chiefly focused on face-to-face teaching in physical campus contexts. This study advances understanding of how applicable this knowledge is in digital contexts. The study explores how university teachers perceive the differences between teaching in physical campus contexts and the digital teaching contexts found in online courses. Interview data were collected from 15 university teachers and analysed using thematic analysis. The results show that respondents perceived digital teaching contexts to be changeable. Changes were attributed to technology development and influences from students and teachers. The respondents varied in how close or anonymous they perceived their online students to be compared to their campus students. The variation was related to the type of teaching-learning activities prioritised by the respondents. However, no relationships were found between respondents’ perceptions of their student-teacher relationship and class size, time invested, or type of communication.
    Citation
    Jensen L, Price L, Roxa T (2020) 'Seeing through the eyes of a teacher: differences in perceptions of HE teaching in face-to-face and digital contexts', Studies in Higher Education, 45 (6), pp.1149-1159.
    Publisher
    Taylor and Francis
    Journal
    Studies in Higher Education
    URI
    http://hdl.handle.net/10547/624109
    DOI
    10.1080/03075079.2019.1688280
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1688280
    Type
    Article
    Language
    en
    ISSN
    0307-5079
    EISSN
    1470-174X
    ae974a485f413a2113503eed53cd6c53
    10.1080/03075079.2019.1688280
    Scopus Count
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    Education

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