| Field |
Value |
Language |
|
dc.contributor.author |
Attree, K
https://orcid.org/0000-0003-3172-811X
|
|
|
dc.contributor.author |
Gersbach, K |
|
|
dc.contributor.author |
Gumbleton, K |
|
|
dc.contributor.author |
Auhl, G |
|
|
dc.date.accessioned |
2024-08-20T05:11:22Z |
|
|
dc.date.available |
2024-08-20T05:11:22Z |
|
|
dc.identifier.citation |
Journal of University Teaching and Learning Practice, 21, (09) |
|
|
dc.identifier.issn |
1449-9789 |
|
|
dc.identifier.issn |
1449-9789 |
|
|
dc.identifier.uri |
http://hdl.handle.net/10453/180427
|
|
|
dc.description.abstract |
<jats:p>Using a collaborative autoethnographic approach, this paper draws on the experiences of four multi-disciplinary Australian academics who engaged in home-schooling during the 2020 and 2021 COVID-19 lockdowns to answer the research question, ‘how might our experiences of engaging in home learning inform our practice in higher education?’ The reflections encompassed our experiences in engaging with unfamiliar technology, equity issues, pedagogical aspects of online delivery, teacher presence, communication, well-being and our own cognitive and emotional responses. We considered the implications of this rich learning experience for our own learning and teaching practice as university academics. Our key findings are the need for a consistent, scaffolded, and supported approach to delivery of technology, consideration of its affordances, a flexible approach to student engagement that considers equity and contextual issues, and a focus on well-being and support. Limitations of this study include the single institution focus and the limited generalisability of auto-ethnographical research.</jats:p> |
|
|
dc.language |
en |
|
|
dc.publisher |
Open Access Publishing Association |
|
|
dc.relation.ispartof |
Journal of University Teaching and Learning Practice |
|
|
dc.relation.isbasedon |
10.53761/bsxv7n51 |
|
|
dc.rights |
info:eu-repo/semantics/openAccess |
|
|
dc.subject |
1301 Education Systems, 1302 Curriculum and Pedagogy |
|
|
dc.subject.classification |
3901 Curriculum and pedagogy |
|
|
dc.subject.classification |
3903 Education systems |
|
|
dc.title |
Informing Teaching and Learning Practices in Higher Education: Reflections from Engaging in Home-Schooling |
|
|
dc.type |
Journal Article |
|
|
utslib.citation.volume |
21 |
|
|
utslib.for |
1301 Education Systems |
|
|
utslib.for |
1302 Curriculum and Pedagogy |
|
|
pubs.organisational-group |
University of Technology Sydney |
|
|
pubs.organisational-group |
University of Technology Sydney/Provost |
|
|
utslib.copyright.status |
open_access |
* |
|
dc.rights.license |
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/ |
|
|
dc.date.updated |
2024-08-20T05:11:21Z |
|
|
pubs.issue |
09 |
|
|
pubs.publication-status |
Published online |
|
|
pubs.volume |
21 |
|
|
utslib.citation.issue |
09 |
|
