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Rewriting a History of Open Universities: (Hi)stories of Distance Teachers

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Rewriting a History of Open Universities: (Hi)stories of Distance Teachers. / Lee, Kyungmee.
In: The International Review of Research in Open and Distributed Learning, Vol. 20, No. 4, 18.10.2019, p. 21-35.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Lee, K 2019, 'Rewriting a History of Open Universities: (Hi)stories of Distance Teachers', The International Review of Research in Open and Distributed Learning, vol. 20, no. 4, pp. 21-35. https://doi.org/10.19173/irrodl.v20i3.4070

APA

Lee, K. (2019). Rewriting a History of Open Universities: (Hi)stories of Distance Teachers. The International Review of Research in Open and Distributed Learning, 20(4), 21-35. https://doi.org/10.19173/irrodl.v20i3.4070

Vancouver

Lee K. Rewriting a History of Open Universities: (Hi)stories of Distance Teachers. The International Review of Research in Open and Distributed Learning. 2019 Oct 18;20(4):21-35. doi: 10.19173/irrodl.v20i3.4070

Author

Lee, Kyungmee. / Rewriting a History of Open Universities : (Hi)stories of Distance Teachers. In: The International Review of Research in Open and Distributed Learning. 2019 ; Vol. 20, No. 4. pp. 21-35.

Bibtex

@article{1856f490e3b74b2ba3df4ff38652ac60,
title = "Rewriting a History of Open Universities: (Hi)stories of Distance Teachers",
abstract = "This article reports eight distance teachers' stories about teaching at two open universities over the past two decades with a focus on their perceptions and feelings about the changes in their teaching practice. This qualitative study employed a methodological approach called the autoethnographic interview, aiming to document more realistic histories of the open universities and to imagine a better future for those universities. As a result, the paper presents autobiographical narratives of distance teachers that dissent from the general historical accounts of open universities. These narratives are categorized into three interrelated themes: a) openness: excessive openness and a lost sense of mission; b) technological innovation: moving online and long-lasting resistance, and c) teaching: transactional interactions and feelings of loneliness. The paper then presents a discussion of useful implications for open universities, which can serve as a starting point for more meaningful discussions among distance educators in a time of change.",
author = "Kyungmee Lee",
year = "2019",
month = oct,
day = "18",
doi = "10.19173/irrodl.v20i3.4070",
language = "English",
volume = "20",
pages = "21--35",
journal = "The International Review of Research in Open and Distributed Learning",
issn = "1492-3831",
publisher = "Athabasca University Press",
number = "4",

}

RIS

TY - JOUR

T1 - Rewriting a History of Open Universities

T2 - (Hi)stories of Distance Teachers

AU - Lee, Kyungmee

PY - 2019/10/18

Y1 - 2019/10/18

N2 - This article reports eight distance teachers' stories about teaching at two open universities over the past two decades with a focus on their perceptions and feelings about the changes in their teaching practice. This qualitative study employed a methodological approach called the autoethnographic interview, aiming to document more realistic histories of the open universities and to imagine a better future for those universities. As a result, the paper presents autobiographical narratives of distance teachers that dissent from the general historical accounts of open universities. These narratives are categorized into three interrelated themes: a) openness: excessive openness and a lost sense of mission; b) technological innovation: moving online and long-lasting resistance, and c) teaching: transactional interactions and feelings of loneliness. The paper then presents a discussion of useful implications for open universities, which can serve as a starting point for more meaningful discussions among distance educators in a time of change.

AB - This article reports eight distance teachers' stories about teaching at two open universities over the past two decades with a focus on their perceptions and feelings about the changes in their teaching practice. This qualitative study employed a methodological approach called the autoethnographic interview, aiming to document more realistic histories of the open universities and to imagine a better future for those universities. As a result, the paper presents autobiographical narratives of distance teachers that dissent from the general historical accounts of open universities. These narratives are categorized into three interrelated themes: a) openness: excessive openness and a lost sense of mission; b) technological innovation: moving online and long-lasting resistance, and c) teaching: transactional interactions and feelings of loneliness. The paper then presents a discussion of useful implications for open universities, which can serve as a starting point for more meaningful discussions among distance educators in a time of change.

U2 - 10.19173/irrodl.v20i3.4070

DO - 10.19173/irrodl.v20i3.4070

M3 - Journal article

VL - 20

SP - 21

EP - 35

JO - The International Review of Research in Open and Distributed Learning

JF - The International Review of Research in Open and Distributed Learning

SN - 1492-3831

IS - 4

ER -