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  • The Interrelationaship Between University Teachers' Pedagogical Beliefs, Beliefs about Web Technologies and Web Practices

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    Steel_2009_02Thesis.pdf (16.16Mb)
    Author(s)
    Steel, Caroline Helen
    Primary Supervisor
    Levy, Mile
    Other Supervisors
    Cumming, Joy
    Year published
    2009
    Metadata
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    Abstract
    Educational technologies in university education are widely promoted for their potential to enrich, enhance and extend student laearning experiences (Hedberg, 2006). In the last decade, Learning Management Systems (LMS) have become a standard educational technology solution at most universities. While LMS have been purchased with enthusiasm, they have not always been integrated into university teacher practices with the same enthusiasm, and little work has been completed to assess differential effects across individual teachers, contexts and disciplines. If universities hope to encourage uptake of LMS and other technologies, ...
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    Educational technologies in university education are widely promoted for their potential to enrich, enhance and extend student laearning experiences (Hedberg, 2006). In the last decade, Learning Management Systems (LMS) have become a standard educational technology solution at most universities. While LMS have been purchased with enthusiasm, they have not always been integrated into university teacher practices with the same enthusiasm, and little work has been completed to assess differential effects across individual teachers, contexts and disciplines. If universities hope to encourage uptake of LMS and other technologies, studies are required to examine how teachers reconcile and translate their beliefs in these envirnments. Research into university teacher beliefs has suggested that belief systems infiltrate teacher thinking, planning, decision-making, behaviour and their application of educational technologies (Bain, McNaught, Lueckenhausen, & Mills, 1998: Reeves & Reeves, 1997).
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Languages and Linguistics
    DOI
    https://doi.org/10.25904/1912/2308
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Note
    The request for restricted paper and digital access for a period of 12 months has been approved, with effect from 6 July 2009. This thesis has been scanned.
    Subject
    Educational technologies
    Technology in education
    Learning Management Systems
    Univerity teachers
    Publication URI
    http://hdl.handle.net/10072/367311
    Collection
    • Theses - Higher Degree by Research

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