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dc.contributor.authorFarooq, Sen_NZ
dc.contributor.authorBenade, Len_NZ
dc.date.accessioned2019-11-21T03:16:30Z
dc.date.available2019-11-21T03:16:30Z
dc.date.copyright2019-11-13en_NZ
dc.identifier.citationTeachers’ Work, 16(1 & 2), 7-13. https://doi.org/10.24135/teacherswork.v16i1 & 2.292
dc.identifier.issn1176-6662en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/13027
dc.description.abstractThis 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.
dc.publisherSchool of Education, Auckland University of Technologyen_NZ
dc.relation.urihttps://ojs.aut.ac.nz/teachers-work/index.php/teacherswork/article/view/292en_NZ
dc.rightsFinal 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.
dc.subjectOnline teaching; Dialogic pedagogy; Reflective practice
dc.titleConstructing a Dialogic Pedagogy in Virtual Learning Environments: A Literature Reviewen_NZ
dc.typeOther form of assessable output
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.24135/teacherswork.v16i1 & 2.292
aut.relation.endpage13
aut.relation.issue1 & 2en_NZ
aut.relation.pages7
aut.relation.startpage7
aut.relation.volume16en_NZ
pubs.elements-id366077


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