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  • Teaching conceptions and teaching context affect the enacted practice of online teachers

    Author(s)
    Cox, D
    Prestridge, S
    Griffith University Author(s)
    Prestridge, Sarah J.
    Year published
    2019
    Metadata
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    Abstract
    This study examined effects on enacted teaching practice in an exclusively online context within a large vocational education sector in Australia. A wide-ranging exploratory survey instrument was constructed with questions drawn from validated surveys and a review of literature in the field of online pedagogy. The study found that both teaching conceptions and teaching context affect enacted practice in this online vocational education teaching context. Notably, some of the teaching context factors investigated in this study were found to cause enacted practice to shift away from what these teachers perceived as good online ...
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    This study examined effects on enacted teaching practice in an exclusively online context within a large vocational education sector in Australia. A wide-ranging exploratory survey instrument was constructed with questions drawn from validated surveys and a review of literature in the field of online pedagogy. The study found that both teaching conceptions and teaching context affect enacted practice in this online vocational education teaching context. Notably, some of the teaching context factors investigated in this study were found to cause enacted practice to shift away from what these teachers perceived as good online teaching. This study contributes to our understanding of online teaching practices and what affects it.
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    Conference Title
    ICCE 2019 - 27th International Conference on Computers in Education, Proceedings
    Volume
    1
    Publisher URI
    http://ilt.nutn.edu.tw/icce2019
    Subject
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/392929
    Collection
    • Conference outputs

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