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

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Author(s)
Primary Supervisor
Levy, Mile
Other Supervisors
Cumming, Joy
Year published
2009
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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, ...
View more >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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View more >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
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