Projects per year
Abstract
Third-level education has undergone rapid disruption in recent years, most notably in response to the Covid-19 pandemic with Technology Enabled Learning (TEL) gaining renewed interest and prominence in pedagogical research. While increased adoption of digital resources in education and the importance of networks for students in navigating this phenomenon has been noted in the extant literature, we know little of how instructor decision-making processes and perceived decision-making autonomy within a network context has been affected during and proceeding the same period. We address this gap by adopting an IMP perspective to examine digital resource adoption in the decision-making processes of third-level instructors and the impact on their perceived autonomy as it pertains to network activities. Our exploratory case study of a network of Irish and UK academics presents novel findings as to how third-level educators decision making practices and digital resource adoption processes are altered through their network interactions and business relationships. The study findings contribute to our comprehension of processes in complex networks of actors where digital disruption unexpectedly occurs and highlights the pertinence of the interaction lens for analysing key business relationships in pedagogy research. Implications for practice include discourse on policies regarding digital resource use and provision in third level institutions.
Original language | English |
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Publication status | Unpublished - 2024 |
Event | IMP 2024 - University of Oulu, Oulu, Finland Duration: 28 Aug 2024 → 30 Aug 2024 |
Conference
Conference | IMP 2024 |
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Country/Territory | Finland |
City | Oulu |
Period | 28/08/24 → 30/08/24 |
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Instructor perspectives on technology-enabled learning
Tanner, S., Drummond, C., Alton, D., Auxtova, K., Duggan, J. & O'Rourke, G.
1/05/22 → …
Project: Research