The Role of Learning Technologists in Supporting E-Research

Autor/inn/en	Peacock, Susi; Robertson, Ann; Williams, Sarah; Clausen, Maria Giatsi
Titel	The Role of Learning Technologists in Supporting E-Research
Quelle	In: ALT-J: Research in Learning Technology, 17 (2009) 2, S.115-129 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687760903033041
Schlagwörter	Curriculum Development; Focus Groups; Case Studies; Educational Environment; Researchers; Higher Education; Qualitative Research; Research Tools; Specialists; College Faculty; Doctoral Programs; Student Research; Graduate Students; Educational Technology; Computer Uses in Education; Computer Mediated Communication; Integrated Learning Systems; Internet; Technical Support; Foreign Countries; Staff Role; United Kingdom + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Researcher; Forscher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Forschungsmittel; Fakultät; Doktorandenprogramm; Studentenforschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtsmedien; Computernutzung; Computerkonferenz; Ausland; Großbritannien
Abstract	This article explores how the role of learning technologists, a professional group that has emerged during the last 15 to 20 years, may be diversifying to include supporting e-research. It contributes to the current debate about the emerging profession and the roles it should play in contemporary higher education. Previous studies have shown that, typically, the profession's role has focussed almost exclusively on curriculum development; traditionally, learning technologists work with students and tutors to enhance the learning environment with technology. This article presents two case studies of PhD research that used a standard e-learning tool, the virtual learning environment (VLE), to conduct focus groups online. The case studies demonstrate the expert role of the learning technologist in supporting researchers to make informed decisions about whether and how to use e-learning tools to conduct qualitative e-research. The learning technologist advised on the potential advantages and limitations of using the VLE for research and fostered collaborative, working relationships with the researchers, acquiring extensive background knowledge about their projects. This required the learning technologist to draw upon her own experience with research into e-learning and on her professional experience gained from supporting curriculum developments. It is suggested that many learning technologists could extend their roles, transferring their knowledge to include supporting e-research. A more inclusive model of the learning technologist's role in academia could help address the potential polarisation of the profession into researchers and practitioners. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10