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Conceptualising the role of information and communication technologies in the design of higher education teaching models used in the UK
Author(s) -
Caird Sally,
Lane Andy
Publication year - 2015
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12123
Subject(s) - information and communications technology , sustainability , teaching method , computer science , educational technology , face (sociological concept) , knowledge management , mathematics education , sociology , pedagogy , engineering ethics , psychology , engineering , social science , ecology , world wide web , biology
Abstract Despite the widespread availability of information and communication technologies ( ICT s) and some research into specific pedagogical practices using them, there has been little research on the role of these technologies in shaping broader pedagogical approaches in higher education ( HE ). Increased experimentation in using ICT s raises questions about their pedagogical role in teaching, learning and assessment provision, and in creating innovative pedagogies. An accepted approach is needed to compare the different ways ICT s and rich media are used in HE teaching models. Within the SusTEACH HE sustainability research project this was needed to support the carbon‐based environmental assessment of HE courses using ICT s. Building on a review of learning design theories and models, and ICT s used for pedagogical purposes, this paper considers several approaches to conceptualising the role of ICT s in HE courses, leading to the development of the Teaching Models Rating Tool designed to examine the role of ICT s in course provision. This tool characterises courses as using Face‐to‐Face Teaching Models, Distance Teaching Models, ICT ‐Enhanced Blended Teaching Models or Online Teaching Models. Whilst this tool was designed to support research on sustainable HE teaching models in the UK , it has wider applications to support comparative assessments of pedagogical and economic impacts. Further developments will be informed by the complex and evolving role of ICTs in HE teaching models.