Paradigms, paradoxes and professionalism : An exploration of lecturers’ perspectives on technology enhanced learning

Abstract

Purpose

This study aims to examine current key debates on learning technologies in the everyday life of lecturers and explores their experiences of learning technologies.

Design/methodology/approach

The research adopted a mixed method ethnographic approach to explore the perceptions of academics at a new university in the UK. The narrative and image data was collected via 30 interviews and an online forum and then subjected to grounded theory analysis. This study presents the findings of the study and discusses aspects of quality and meaningful engagement by academic staff with learning technologies in a higher education environment.

Findings

Analysis of the data revealed the central concepts of paradigms, paradoxes and professionalism. The diversity of perspectives of staff and students, skills, motivations and capabilities is fundamental to developing, supporting and promoting the innovative use of e‐learning and learning technologies in learning, teaching and assessment.

Originality/value

This study examined the reality of lecturers’ relationships with learning technologies in everyday life and the diversity of those lived experiences in relation to social change and educational ideologies. This study is, therefore, significant and adds to knowledge and understanding of academics’ perspectives which Hanson claims have previously been neglected. This research also contributes to previous studies of e‐learning and Actor Network theory (ANT).

Citation

Bond, E. and Goodchild, T. (2013), "Paradigms, paradoxes and professionalism : An exploration of lecturers’ perspectives on technology enhanced learning", Journal of Applied Research in Higher Education, Vol. 5 No. 1, pp. 72-83. https://doi.org/10.1108/17581181311310289