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
AuthorsWang, Hui-Ling, Almeida, Shamika, Frino, Elizabeth, Wijayawardena, Kanchana, Rauf, Afshan and Hardie, Geraldine
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.

KeywordsBlended learning; Transactional distance theory ; Instructor-to-instructor interactions; Instructor-to-instructor dialogue ; First-year student ; Digital generation
Year01 Jan 2022
JournalThe International Journal of Management Education
Journal citation20 (3), pp. 1-16
PublisherElsevier Ltd. (UK)
ISSN1472-8117
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 accessPublished as non-open access
Research or scholarlyResearch
Page range1-16
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online11 Sep 2022
Publication process dates
Accepted11 Aug 2022
Deposited06 Aug 2024
Additional information

© 2022 Elsevier Ltd. All rights reserved.

Place of publicationUnited Kingdom
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