Teacher interventions in online teaching practices
(English)Manuscript (preprint) (Other academic)
This paper addresses teacher interventions in online teaching practices through the lens of practice theory. The analysis has its point of departure in an online ethnographic study comprising two settings, each focusing on a university course carried out entirely online. In this article, it is argued that the mode of teacher interventions is relational to the particular ICT that was used in each course. Furthermore, teacher interventions arranged both human and non-human entities to work as an interrelated teaching practice. This structuring of the teaching practice could be seen as a complex interplay of pedagogy, technology and the coconstitution of these. Teachers’ actions were organised by teleoaffective structures producing a calm and safe climate. Teachers fostered students’ learning by forcing the technology into the background so that students could focus on subject matter.
Teaching practices; sociomaterial; online ethnography; higher education; internet research
Pedagogy Educational Sciences
IdentifiersURN: urn:nbn:se:liu:diva-117193OAI: oai:DiVA.org:liu-117193DiVA: diva2:806797