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The practitioner perspective on the modeling of pedagogy and practice
Journal article   Peer reviewed

The practitioner perspective on the modeling of pedagogy and practice

S. de Freitas, M. Oliver, A. Mee and T. Mayes
Journal of Computer Assisted Learning, Vol.24(1), pp.26-38
2007
DOI: https://doi.org/10.1111/j.1365-2729.2007.00241.x
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Abstract

The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

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45 Record Views
10 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Collaboration types
Domestic collaboration
Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.333 Digital Education
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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