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Constructing a Dialogic Pedagogy in Virtual Learning Environments: A Literature Review

Farooq, S; Benade, L
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http://hdl.handle.net/10292/13027
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Abstract
This literature review is a condensed version of one prepared for a small-scale qualitative study of educators (Farooq, 2019) who have recently transitioned from face-to-face to online teaching at New Zealand tertiary providers of education. The study aimed to understand how online educators picked cues from the discussion platforms offered by virtual learning environments to critically reflect on their pedagogical practice, and the associated changes they made to help students achieve their learning outcomes. It critically assessed how dialogic pedagogy and critical reflection can be adapted to fit in the framework of virtual learning, and contrasted these philosophical ideas to the Western criticism of automation and de-professionalisation of universities in the wake of increased distance learning options provided by tertiary institutes. The findings were discussed within a post-intentional phenomenological framework. In what follows, significant literature that illuminates this question has been critically analysed.
Keywords
Online teaching; Dialogic pedagogy; Reflective practice
Date
November 13, 2019
Source
Teachers’ Work, 16(1 & 2), 7-13. https://doi.org/10.24135/teacherswork.v16i1 & 2.292
Item Type
Other form of assessable output
Publisher
School of Education, Auckland University of Technology
DOI
https://doi.org/10.24135/teacherswork.v16i1and2.292
Publisher's Version
https://ojs.aut.ac.nz/teachers-work/index.php/teacherswork/article/view/292
Rights Statement
Final manuscripts are published under a Creative Commons Attribution licence (CC BY 4.0). This licence allows anyone, including the author, to share, copy, distribute, transmit, adapt and make commercial use of the work without needing additional permission, provided appropriate attribution is made to the original author or source.

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