Extension

Teaching and learning online is one of several risky practices in higher education today that threaten to disfigure academics' work and identity. For many academics, accustomed to the tempo and practices of face-to-face teaching, it threatens disorientation. In this article the author examines the teaching beliefs of a computer science lecturer, via the lens of his self-ascribed teaching metaphor (the Performer). Seb and other participants in the author's research are grappling with new modes of pedagogical being -'blended teaching and learning' -the structures and practices of which straddle the imprecise boundaries of live and asynchronous pedagogies. Why does the hybrid, blended academic choose and value 'traditional', on-campus face-to-face lectures and/or seminars over online modes? The prospect of becoming a machine -a cyborg academic, a tech(no)body teacher clearly troubles him. An early adopter and technology enthusiast, Seb nevertheless prefers the embodied riskiness of 'real' face-to-face teaching over the 'ethereal' uncertainty of online pedagogy.

By telling stories, we make identity claims (Ronai, 1997). This paper presents' a case study exploring the stories (or narratives) of one university lecturer who teaches using a combination offace-to-face and online modes. The case study has been drawn from the pilot phase of research I am undertaking into how experienced lecturers' perceive their teaching selves in live and online teaching contexts' and how their teaching identities are being trans:formed through the experience of online teaching. In conversations with me, the lecturer participants' are encouraged to articulate and reflect on their teaching selves as represented in website material, computer-mediated communication andface-to-face teaching/learning contexts'. The case study reveals some of the emergent themes in my research and it enables a demonstration of the 'top-down'and 'bottom-up'discourse analysis procedures which I am developing to explore academics' stories and identi...

University teachers, even those in predominately, campus-based institutions, are facing a number of pressures to integrate eLearning into the experiences of their students. Students are increasingly expecting it, colleagues are innovating with it and disciplinary bodies are publishing key texts and research in electronic format. But there is overwhelming evidence that teachers have limited time and energy to devote to developing skills for eLearning. Given the workload pressures of teachers, this paper talks about how we can encourage teachers to adopt a sustainable approach to the development of the knowledge and skills they need to integrate eLearning appropriately in university courses. This paper discusses an articulated embedded academic development program, which integrates academic development programs for eLearning within a recognised Higher Education Degree Program as a way of giving them scholarly validity and recognition by their institution.

The chapters in this book have demonstrated what happens when individuals, course teams, faculties and the university as a whole systematically ask questions about teaching and students' learning and then set up ways to investigate them. Chapter 1 set out a number ...

University teachers, even those in predominately, campus-based institutions, are facing a number of pressures to integrate eLearning into the experiences of their students. Students are increasingly expecting it, colleagues are innovating with it and disciplinary bodies are publishing key texts and research in electronic format. But there is overwhelming evidence that teachers have limited time and energy to devote to developing skills for eLearning. Given the workload pressures of teachers, this paper talks about how we can encourage teachers to adopt a sustainable approach to the development of the knowledge and skills they need to integrate eLearning appropriately in university courses. This paper discusses an articulated embedded academic development program, which integrates academic development programs for eLearning within a recognised Higher Education Degree Program as a way of giving them scholarly validity and recognition by their institution.

This paper reports on the self-perceptions of two university lecturers who teach via a combination of face-to-face and online modes. Interpretative analysis of case study material (based on conversations with the researcher and participant-selected online teaching extracts) is providing insights into how experienced lecturers perceive their teaching selves in the different contexts and how their teaching identities are being transformed through the experience of online teaching. By telling stories, we make identity claims (Ronai, 1997). In this study, narrative elicitation procedures offer participants the opportunity to articulate and reflect on their teaching selves in website material, computer-mediated communication and face-to-face teaching/learning contexts. Several extracts from the many stories told by two of the participants in this study are revealed and discussed to exemplify the approach and to highlight some of the research issues. The paper concludes with an outline of...

By telling stories, we make identity claims (Ronai, 1997). This paper presents' a case study exploring the stories (or narratives) of one university lecturer who teaches using a combination offace-to-face and online modes. The case study has been drawn from the pilot phase of research I am undertaking into how experienced lecturers' perceive their teaching selves in live and online teaching contexts' and how their teaching identities are being trans:formed through the experience of online teaching. In conversations with me, the lecturer participants' are encouraged to articulate and reflect on their teaching selves as represented in website material, computer-mediated communication andface-to-face teaching/learning contexts'. The case study reveals some of the emergent themes in my research and it enables a demonstration of the 'top-down'and 'bottom-up'discourse analysis procedures which I am developing to explore academics' stories ...

Teaching and learning online is one of several risky practices in higher education today that threaten to disfigure academics' work and identity. For many academics, accustomed to the tempo and practices of face-to-face teaching, it threatens disorientation. In this article the author examines the teaching beliefs of a computer science lecturer, via the lens of his self-ascribed teaching metaphor (the Performer). Seb and other participants in the author's research are grappling with new modes of pedagogical being-'blended teaching and learning'-the structures and practices of which straddle the imprecise boundaries of live and asynchronous pedagogies. Why does the hybrid, blended academic choose and value 'traditional', on-campus face-to-face lectures and/or seminars over online modes? The prospect of becoming a machine-a cyborg academic, a tech(no)body teacher clearly troubles him. An early adopter and technology enthusiast, Seb nevertheless prefers the embodied riskiness of 'real' face-to-face teaching over the 'ethereal' uncertainty of online pedagogy.