AbstractHigher education and health policy is driving a digital agenda. Reference is made to the need for the workforce to have well developed digital skills to enable them to compete in a global market (Chatterton and Rebbeck 2015, Conservative party manifesto 2017, Ingleby 2015). To achieve this aim there is an expectation that TEL (Technology Enabled Learning) activities are embedded within the students’ learning experience to support their digital development.
There is limited published research that focuses on academics’ experiences of integrating TEL into their pedagogy and their professional development needs. Within this interpretive phenomenological case study, I aim to contribute to the body of knowledge that outlines the factors which influence academics’ use of TEL in their pedagogy. The research is based on semi-structured interviews and an analysis of the use of a VLE (Virtual Learning Environment) in health and social care.
The findings reveal that although policy-makers talk about TEL in its entirety, the integration of TEL in pedagogy is altogether more complex. A range of interconnecting, professional, personal and social factors are evident, which influence academics’ engagement with TEL. I also argue that the current provision of CPD (Continuing Professional Development) does not appear to meet the pedagogical and professional development needs of these academics. Professional development which focuses on TEL, currently does not take into account the complex factors influencing its delivery.
The study has implications for the provision of professional development, which needs to be tailored to individual needs. I argue that CPD needs to support academics’ understanding and integration of TEL within their pedagogy, by facilitating the time and space to engage with CPD activities. The wider implications of the research include the need for greater clarity and guidance in policies about TEL.
|Date of Award||2019|
|Supervisor||Clive Hedges (Supervisor) & Ewan Ingleby (Supervisor)|