Literaturnachweis - Detailanzeige
| Autor/in | Dodo-Balu, Andrea |
|---|---|
| Titel | Hidden in Plain Sight: Contrasting Management and Student Perceptions of the Value of Casual Teachers in Online Higher Education |
| Quelle | In: Journal of Further and Higher Education, 46 (2022) 2, S.198-210 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Dodo-Balu, Andrea) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0309-877X |
| DOI | 10.1080/0309877X.2021.1900800 |
| Schlagwörter | Foreign Countries; Adjunct Faculty; College Faculty; Online Courses; Student Attitudes; Teacher Attitudes; Open Universities; College Freshmen; Teaching Conditions; Commercialization; Faculty College Relationship; Teaching Experience; Teacher Effectiveness; Australia |
| Abstract | This article draws on findings from a qualitative case study of a first-year online unit (subject) offered by a large public university through Open Universities Australia. It includes the student voice, taken from formal evaluation surveys, and the voice of casual academic tutors, provided through first-hand interviews and questionnaires. What emerges from the findings is the high value placed on tutors by their students and the tutors' important contribution to student success, contrasted with the low value and lack of recognition given to tutors in the contemporary, marketised academy along with the destructive effect this has on tutors' professional and personal wellbeing. Suggestions for future research to begin addressing this situation are included. Comments on the relevance of the research to the conditions created in higher education by the COVID-19 pandemic conclude the article. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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