Little research has examined the multi-faceted transformation of higher education by information and communications technology (ICT) in detail. ICT is also perceived to change the ways learners learn but not teachers teach such that its impact on pedagogy is not fully discussed. This paper examines new possibilities of learning and teaching in a networked virtual learning environment where both learners and teachers transform. It is based on a cross-institution collaborative research project on virtual pedagogy conducted in the City University of Hong Kong. Qualitative data were collected from the simultaneous teaching of face-to-face and non face-to-face students who were in an engineering laboratory and at a remote site, respectively. This paper presents the findings of a comparison of the two groups of students' learning with the teacher's reflections on his teaching. The significance of this study is also discussed. Copyright © 2011 Common Ground, Elson Szeto.
|Journal||The International Journal of Learning|
|Publication status||Published - 2011|
CitationSzeto, E. (2011). Transforming learning and teaching in higher education: The impact of ICT on pedagogy, peer interaction and support in a networked virtual learning environment. The International Journal of Learning, 17(11), 205-214 doi: 10.18848/1447-9494/CGP/v17i11/47344
- Cross-institution collaboration
- Face-to-face and non face-to-face pedagogy
- Networked virtual learning environments
- Peer interaction and support