11 research outputs found
The ‘campus imaginary’:Online students’ experience of the masters dissertation at a distance
Time-shifting in the digital university: temporality and online distance education
This thesis is situated in the context of the emergence of the ‘digital university’ in higher
education. It addresses research questions which focus on organizational change,
particularly on how a strategic shift to increase the provision of online distance education in
a traditional, research-intensive, campus-focused university, affects the existing temporal
and spatial practices of the institution. The research undertaken focuses on a UK university,
during a period of strategic digital expansion in its postgraduate taught degree programmes,
where funding is allocated by the institution to support a number of new courses and
programmes, developed and designed to be available to students on a fully online basis. I
take a narrative ethnographic research approach, which draws on interviews with university
staff and students, alongside higher education policy and think-tank documents, and
institutional websites. Particular attention is paid to the temporal aspects of each narrative
account, in order to surface temporality over what I consider to be the spatial preoccupations
of the literature and practices of online ‘distance’ education.
Sustaining a critique of ‘anytime, anywhere’ accounts of online education, with a reminder
that education takes place over time and in particular times and spaces, I draw on Sharma’s
(2013) work on ‘critical time’, and particularly her notion of temporal ‘recalibration’ (2014),
to think about complex temporal relations in the digital university. I go on to explore the
idea of the digital university as transtemporal, as an alternative conceptualisation which
opens up possibilities for imagining the university beyond its traditional temporal and spatial
boundaries. I argue that understanding the dominant times and spaces of the university
campus as central, and those accessing the campus in asynchronous or asymmetric ways as
peripheral, may not just lead to spatially biased practices of distancing, but to a lack of
recognition of emergent inequalities which are digitally reconfigured and potentially
invisible. I conclude with some reflections on theoretical and methodological approaches to
time and the digital in higher education and propose areas for future research
Manifesto for Teaching Online 2016
Tonina, Municipio Ocosingo, ChiapasOP III Structure F4-5, dalle avec trace de sciage
Centre for Research in Digital Education Annual Report 2018
The annual report of the Centre for Research in Digital Education, based with the College of Arts, Humanities and Social Sciences at the University of Edinburgh
Centre for Research in Digital Education Annual Report 2019
The annual report of the Centre for Research in Digital Education, based with the College of Arts, Humanities and Social Sciences at the University of Edinburgh
Centre for Research in Digital Education Annual Report 2021
The annual report of the Centre for Research in Digital Education, based with the College of Arts, Humanities and Social Sciences at the University of Edinburgh
Centre for Research in Digital Education Annual Report 2020
The annual report of the Centre for Research in Digital Education, based with the College of Arts, Humanities and Social Sciences at the University of Edinburgh