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Lecturer, student, and tutor data were collected via interviews, focus groups, and an online survey, then analyzed through constant comparison and inductive theme development to identify implications for technology implementation in tertiary education.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-team-approach-to-supporting-pedagogical-change-in-university-elearning-environments/598645/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-team-approach-to-supporting-pedagogical-change-in-university-elearning-environments/598645.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the two-year eLearning case study?","Question",{"text":63,"@type":64},"To document, develop, and disseminate effective and innovative eLearning practice, including leveraging pedagogical change and closing participatory gaps for students and lecturers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which data sources were used in the research method?",{"text":68,"@type":64},"Lecturer reflections came from key informant interviews, while student and tutor feedback came from facilitated focus groups. Student reflections related to their ICT practices were also collected via a common online survey.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the four 2009 case studies and their learning modes?",{"text":72,"@type":64},"They included Earth and Ocean Sciences (first year, blended learning), Professional Education (postgraduate, virtual classroom/fully online), Screen and Media Studies (first year, blended learning), and Academic Literacy Skills (pre-degree, blended learning).",{"name":74,"@type":61,"acceptedAnswer":75},"What limitation does the study acknowledge regarding participants?",{"text":76,"@type":64},"Participants were a convenient sample from one university, so the findings are not representative across different settings, and relevant perspectives from those not included may have been omitted.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},598645,1792193132,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Healthcare",40,"healthcare",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},8,30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":101,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":115,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":106,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":148},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","8  \nA Team Approach to Supporting Pedagogical Change in University eLearning Environments  \nE. Marcia Johnson  \nUniversity of Waikato, New Zealand  \nIn response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting eLearning as a way to engage and motivate students. This paper reports on the first of a two-year (2009-2010) qualitative case study research project in New Zealand. A snapshot of each of the four 2009 cases and some focused findings are provided, followed by a discussion of implications for researchers investigating technology implementation in tertiary settings.  \nIntroduction and Background to the Research  \nThis paper reports on the first-year  \nfrom a two-year government-funded  \nfindings research  \nproject based at the University of Waikato, Hamilton, New Zealand, and which has the overall goal of documenting, developing, and disseminating effective and innovative eLearning practice. A key outcome from the research is to leverage pedagogical change, close participatory gaps for students and lecturers, and contribute to cross-university scholarship in teaching and learning. Four case studies, based in different faculties and subjectareas, were undertaken to investigate pedagogical practices within blended and virtual (fully online) learning environments. What follows is an over-  \nall snapshot of each case followed by brief findingsand a discussion of implications.”  \nResearch Method and Analytical Framework  \nThe project was guided by one overall research question: “How are different lecturers/ groups exploiting the potential of Information Communications Technology (ICT)/eLearning to support tertiary-level student learning?” Lecturer reflections were obtained through key informant interviews, while both student and tutor feedback  \nwere gathered through facilitated focus group discussions. In addition, student reflections about their ICT practices related to their own learning (as opposed to social networking) were gathered through a common online survey designed by the research team. This project received formal university-level human research ethics approval, and all people participated on a strictly voluntary basis.  \nConsistent with qualitative research, a constant comparison approach to data analysis was followed (Lincoln & Guba, 1985), but there were some key differences. Although some cases studies did occur simultaneously, not all ran during the same teaching term. However, regardless of who was researching, the entire team met regularly to discuss progress in their case and to share findings and insights. In addition, as interview and focus group data were collected, the team leaders and research assistant (separately) read and re-read the transcripts. Through a process of inductive reasoning, emergent themes were identified (Braun & Clarke, 2006) and then reported, discussed, and debated at the regular project team meetings. Atthe end of the first year, the team held a retreat day to consolidate findings and interpretations.  \nLimitations of the Research  \nThe research participants represent a convenient sample of lecturers and students in one university and are not representative of possible participants across different settings. Nevertheless, a textured view of instructional practices and multiple participants’beliefs and reactions to the implementation of different ICTs was obtained and, importantly, is consistent with research findings reported elsewhere (Crook, 2008; Helsper & Eynon, 2009; Means, Toyama, Murphy, Bakia, & Jones, 2009). While our qualitative case study findings cannot be generalized to a wider population, they can be related to similar higher education teaching contexts and can provide nuanced insights into technology-enhanced teaching and learning practices. However, a key limitation of this study is the possible omission of relevant ideas and perspectives from people who were not","cbCaikyYYipCWpmq","https://ap.wps.com/l/cbCaikyYYipCWpmq","pdf",596019,"English","# Introduction and Background to the Research\n## Research Method and Analytical Framework\n## Limitations of the Research\n## Overview of the Four Case Studies","[{\"question\":\"What is the main purpose of the two-year eLearning case study?\",\"answer\":\"To document, develop, and disseminate effective and innovative eLearning practice, including leveraging pedagogical change and closing participatory gaps for students and lecturers.\"},{\"question\":\"Which data sources were used in the research method?\",\"answer\":\"Lecturer reflections came from key informant interviews, while student and tutor feedback came from facilitated focus groups. Student reflections related to their ICT practices were also collected via a common online survey.\"},{\"question\":\"What were the four 2009 case studies and their learning modes?\",\"answer\":\"They included Earth and Ocean Sciences (first year, blended learning), Professional Education (postgraduate, virtual classroom/fully online), Screen and Media Studies (first year, blended learning), and Academic Literacy Skills (pre-degree, blended learning).\"},{\"question\":\"What limitation does the study acknowledge regarding participants?\",\"answer\":\"Participants were a convenient sample from one university, so the findings are not representative across different settings, and relevant perspectives from those not included may have been omitted.\"}]","A Team Approach to Supporting Pedagogical Change in University eLearning Environments | PDF",1792087312,15]