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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 15/10/2019, available online: https://www.tandfonline.com/doi/full/10.1080/03043797.2019.1677562

    Accepted author manuscript, 420 KB, PDF document

    Embargo ends: 15/10/20

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Exploring staff attitudes to distance learning: – what are the opportunities, challenges and impacts on engineering academics and instructional designers

Research output: Contribution to journalJournal article

E-pub ahead of print
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<mark>Journal publication date</mark>15/10/2019
<mark>Journal</mark>European Journal of Engineering Education
Publication statusE-pub ahead of print
Early online date15/10/19
Original languageEnglish

Abstract

Higher Education Institutions often see distance learning as a means of expanding student numbers and increasing global reach and reputation. Much of the academic literature, however, remains focused on the impact of distance learning on students and the technologies that support it, rather than considering the impact on those staff that are tasked with designing and delivering it. We describe a qualitative study across two engineering departments in a research-intensive UK university, which examines staff perceptions of the impact of converting programmes from successful on-campus ones to distance learning. The findings provide a rich picture of the practical concerns that individual academics have over the impact of distance learning on pedagogy, on technology, on their institution, on students and on themselves. This is an important contribution to the literature that should benefit other engineering departments around the globe who are also grappling with the opportunities and challenges of distance learning.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 15/10/2019, available online: https://www.tandfonline.com/doi/full/10.1080/03043797.2019.1677562