The tyranny of remoteness: Changing and adapting pedagogical practices in distance education

Thomas Lowrie, Robyn Jorgensen

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    Distance Education (DE) learning environments are considerably different to those of typical classrooms where students engage on a face-to-face basis with their teachers and peers. In remote settings these face-to-face opportunities are limited and sometimes nonexistent. This investigation focuses on the influence of new technologies on the pedagogical practices of teachers and their students in remote DE settings. A place pedagogy framework was utilised to consider the changed practices of DE teachers using satellite communications for lesson delivery. Findings of the study detail the initial hopes and aspirations of these teachers, the realities of their new practice and the challenges and demands of teaching in DE settings.
    Original languageEnglish
    Pages (from-to)1-8
    Number of pages8
    JournalInternational Journal of Pedagogies and Learning
    Volume7
    Issue number1
    Publication statusPublished - 2012

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