Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.716380
Title: Embracing a digital pedagogy: the academic perspective : an empirical case study
Author: Fitzgerald, Rachel
Awarding Body: Lancaster University
Current Institution: Lancaster University
Date of Award: 2016
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Abstract:
This is a case study evaluation of the experiences of staff at the front line of a digital transformation strategy within a UK university. The university in question has implemented strategy to meet challenges that the current student generation pose for traditional learning and teaching. This research evaluates these challenges through an appraisal of knowledge and experience regarding digital literacy and a generational digital divide, from the point of view of academic tutors. Using the Carpe Diem framework as a catalyst for change, this research considers the impact of the Carpe Diem workshops on tutors in their bid to design blended and online learning. The research identifies that Carpe Diem process has a lasting impact regarding constructive alignment but less impact for digital literacy. Those at the front line of teaching and learning share their reflections about blended learning, curriculum design and digital engagement. This case study will be relevant to any university thinking of changing strategic direction in learning and teaching and to anyone involved in educational development. This research contributes to the academic debate about the existence of a digital divide and our understanding of digital literacy. In addition, this research contributes to the wider discussion regarding technology enhanced curriculum design and offers a critical review of the Carpe Diem framework. Finally, this case study concludes with areas for consideration and recommendations for future practice to realise digital learning strategies in higher education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.716380  DOI: Not available
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