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  • Understanding fully online teaching in vocational education

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    Cox436378-Accepted.pdf (564.5Kb)
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    Version of Record (VoR)
    Author(s)
    Cox, D
    Prestridge, S
    Griffith University Author(s)
    Prestridge, Sarah J.
    Cox, Deniese C.
    Year published
    2020
    Metadata
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    Abstract
    Literature has previously reported that student-centred practices are the mark of good pedagogy in online education. In contrast, the competency-based nature of vocational education in Australia has been understood to encourage teacher-centred pedagogy. The likely tensions between these two teaching contexts are not yet understood, and little is yet known about the pedagogy of fully online vocational education teachers. To begin understanding pedagogy in this context, a wide-ranging digital survey was implemented. Findings revealed that online vocation education teachers conceived good online pedagogy as student-centred, yet ...
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    Literature has previously reported that student-centred practices are the mark of good pedagogy in online education. In contrast, the competency-based nature of vocational education in Australia has been understood to encourage teacher-centred pedagogy. The likely tensions between these two teaching contexts are not yet understood, and little is yet known about the pedagogy of fully online vocational education teachers. To begin understanding pedagogy in this context, a wide-ranging digital survey was implemented. Findings revealed that online vocation education teachers conceived good online pedagogy as student-centred, yet student-student learning opportunities were rated lower than teacher-student practices. Notably, enacted practice was consistently more teacher-centred than teachers’ ideal, and factors within the teaching context were perceived by teachers as a limitation. They reported their workload to be dominated by marking and administration ahead of student-centred practices such as building rapport. This work is of interest to researchers and institutions navigating the continued expansion of online education and the ongoing demand for effective student-centred practice.
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    Journal Title
    Research and Practice in Technology Enhanced Learning
    Volume
    15
    Issue
    1
    DOI
    https://doi.org/10.1186/s41039-020-00138-4
    Copyright Statement
    © The Author(s). 2020. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
    Subject
    Specialist studies in education
    Other Education
    Publication URI
    http://hdl.handle.net/10072/396405
    Collection
    • Journal articles

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