Dialogue matters a lot : Autoethnographic reflections of an Australian teaching team managing first-year undergraduate students
Journal article
Wang, Hui-Ling, Almeida, Shamika, Frino, Elizabeth, Wijayawardena, Kanchana, Rauf, Afshan and Hardie, Geraldine. (2022). Dialogue matters a lot : Autoethnographic reflections of an Australian teaching team managing first-year undergraduate students. The International Journal of Management Education. 20(3), pp. 1-16. https://doi.org/10.1016/j.ijme.2022.100699
Authors | Wang, Hui-Ling, Almeida, Shamika, Frino, Elizabeth, Wijayawardena, Kanchana, Rauf, Afshan and Hardie, Geraldine |
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Abstract | The shift away from traditional teaching approaches in higher education towards the new ‘traditional model’ of teaching using blended learning is driven by the need to accommodate student learning needs in a digital era. Through the lens of Transactional Distance Theory, this paper aims to understand 1) how to reduce the transactional distance within a blended learning environment to foster active learning and 2) how dialogue and collaboration between instructors impact the teaching practices, and achievement of learning outcomes enable greater learner autonomy. Using an autoethnographic account of the lived experiences of a multiple instructor team, this study focused on a subject delivered to first-year students transitioning to the university during pre-COVID and post-COVID (two teaching semesters in 2019 and two teaching semesters in 2020). Despite higher levels of assumed digital literacy, we found that first-year university students of the digital generation required more structure than autonomy. We argue that instructor collaboration ensures consistency of a team approach to teaching in a BL environment and improves student transition to autonomous learning. We suggest practices and policies for teaching large student cohorts involving multiple instructors and offer insight to explore further TDT can be considered in this regard. |
Keywords | Blended learning; Transactional distance theory ; Instructor-to-instructor interactions; Instructor-to-instructor dialogue ; First-year student ; Digital generation |
Year | 01 Jan 2022 |
Journal | The International Journal of Management Education |
Journal citation | 20 (3), pp. 1-16 |
Publisher | Elsevier Ltd. (UK) |
ISSN | 1472-8117 |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.ijme.2022.100699 |
Web address (URL) | https://www.sciencedirect.com/science/article/pii/S147281172200101X?via%3Dihub |
Open access | Published as non-open access |
Research or scholarly | Research |
Page range | 1-16 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 11 Sep 2022 |
Publication process dates | |
Accepted | 11 Aug 2022 |
Deposited | 06 Aug 2024 |
Additional information | © 2022 Elsevier Ltd. All rights reserved. |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/90w1w/dialogue-matters-a-lot-autoethnographic-reflections-of-an-australian-teaching-team-managing-first-year-undergraduate-students
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