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
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Exploring staff attitudes to distance learning
T2 - – what are the opportunities, challenges and impacts on engineering academics and instructional designers
AU - Saunders, Fiona
AU - Brooks, James
AU - Dawson, Mark
N1 - 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
PY - 2020/9/2
Y1 - 2020/9/2
N2 - 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.
AB - 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.
KW - Distance learning
KW - higher education
KW - faculty perspectives
KW - faculty perceptions
U2 - 10.1080/03043797.2019.1677562
DO - 10.1080/03043797.2019.1677562
M3 - Journal article
VL - 45
SP - 675
EP - 690
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
SN - 1469-5898
IS - 5
ER -