Critical Approaches to Online Learning
Published on 28. February 2025
100 pages
978-1-040-37456-6 (ISBN)
Description
Online learning has become an increasing presence in higher education course design, with most courses combining physical real time engagement with asynchronous learning activity. Now, however, there is a greater need for this one-stop guide to critical practice in this area, as we rethink the role of digital in the social practices of university learning and teaching. This book provides a critical and contemporary 'deep dive' into the socio-material, technological and pedagogical practices at work in virtual and digital higher education. Examples are drawn from across and between disciplinary pedagogies with a focus on blended and hybrid approaches and the pivot to fully online made urgent by Covid-19 but drawing on existing best practice.
The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic - connecting research, teaching, scholarship, community engagement and leadership - while developing confidence and authority.
The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic - connecting research, teaching, scholarship, community engagement and leadership - while developing confidence and authority.
Reviews / Votes
This timely and accessible contribution from Julian McDougall takes a critical perspective on digital learning practices for the post-pandemic university. Particularly praiseworthy is the treatment of innovative assessment and feedback designs within blended and hybrid approaches. The analysis interweaves theories and critical practices, anchored by relational and social justice perspectives.Professor David CarlessFaculty of Education, University of Hong Kong
Julian McDougall succinctly presents a nuanced argument for the potentials of digital pedagogies. He avoids both the oft-heard, simplistic 'deficit model' of online as never as good as on-campus teaching and the notion of online provision as 'complementary' to the physical classroom - both irritating propositions for anyone with even a basic understanding of digital pedagogies. Instead, McDougall calls for us to acknowledge a productive 'third space' where learning can happen, is creative, and personal yet co-produced. Whilst resisting any utopian or techno-determinist reading of 'the digital as the answer' to all our problems, McDougall sees a radical potential in this 'third space'. This book should be essential reading for anyone responsible for teaching in HE.
Dr Victoria Grace Walden,Director of Learning Enhancement, University of Sussex
Julian McDougall's book 'Critical Approaches to Online Learning' offers a timely exploration of theory and practice for the post-pandemic university. In a succinct 92 pages, McDougall grounds many rich insights about teaching, learning, and assessment, in key theoretical perspectives, and derives important questions for critical practice in an era where academic work is increasingly mediated through digital technologies. This book would be an excellent addition to the bookshelves of educators new to online pedagogy, as well as more experienced practitioners looking to develop theory-driven and critical approaches to teaching with technology in higher education.
Dr Jeremy Knox, Co-director, Centre for Research in Digital Education Edinburgh Futures Institute (EFI) Affiliate
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
File size
1,19 MB
ISBN-13
978-1-040-37456-6 (9781040374566)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Julian McDougall
Critical Approaches to Online Learning
Book
09/2021
1st Edition
Critical Publishing Ltd
€36.00
Shipment within 3-4 weeks
Person
Julian McDougall is Professor in Media and Education, Head of the Centre for Excellence in Media Practice at Bournemouth University and Principal Fellow of the Higher Education Academy. He edits Media Practice and Education, runs the Professional Doctorate (EdD) in Creative and Media Education at Bournemouth University and convenes the annual International Media Education Summit. He is external examiner for BA and EdD programmes and a senior examiner for Media Studies A Level in the UK and is a grant reviewer for several international panels. In the fields of education, and media / digital literacies, he is the author of a range of over 100 books, articles, chapters and research reports and has provided numerous research projects for external funders, charities and non-profit organisations including the European Union, Arts and Humanities Research Council, Samsung, the United Kingdom Literacy Association, the UK Government Department for Culture, Media and Sport and US Embassy in London. He has given keynote speeches and joined invited expert panels on education, media and digital literacies in over 20 countries.
Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching. Joy works with doctoral students exploring aspects of educational practice and encourages them to be adventurous in their methodological approaches and to share their findings in a range of contexts to enable practice change.
Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire's Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.
Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching. Joy works with doctoral students exploring aspects of educational practice and encourages them to be adventurous in their methodological approaches and to share their findings in a range of contexts to enable practice change.
Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire's Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.
Content
Introduction 1. Virtual learning, time and space 2. Relational co-creation in virtual spaces 3. Inclusion, social justice and the digital 4. Assessment: Vygotsky in the Third Space? 5. Rethinking the idea of the university Conclusions
