Cultural Views On Online Learning In Higher Education: A Seemingly Borderless Class

Preface of the Series Editor......Page 7
Acknowledgments......Page 10
Introduction—Space, Time, and Identity Online Learning as a Seemingly Borderless Cultural Object......Page 12
Contents......Page 19
Editors and Contributors......Page 21
Catalyzers and Inhibitors in Online Teaching and Learning in Higher Education. Converging Views on a Human Phenomenon......Page 23
1 Introduction......Page 24
2.1 Technological Development......Page 26
2.2 Digital Literacy and Transliteracy......Page 27
3.1 Weaknesses......Page 28
3.2 Obstacles......Page 29
3.3 Dilemmas......Page 30
4 Shared Knowledge Construction......Page 32
5 Multimodal Formats and Communication......Page 33
6 E-Learning Models, E-Curriculum and Multiple Source Use......Page 35
7 New Online Teaching and Learning Profiles......Page 37
8 Digital, Open and Networked Scholarship: Competences and Professional Development for Teaching and Learning in an Open Context......Page 39
8.1 Understanding Faculty Development as the Key to Drive Innovative Practices in the Open Digital Scholarship......Page 40
9 Going Beyond the Information Given: Conclusion and “Given Future”......Page 42
References......Page 44
1 Introduction......Page 50
2 The Participation in Blended Learning Activities as Spaces of Self-Construction and Learning......Page 51
3 An Exploratory Study with Adult University Students Within the Health Sciences......Page 54
4 Conclusions......Page 62
References......Page 63
1 Introduction......Page 66
2 Describing the Case......Page 68
3 The Role of Affect......Page 69
4 Students’ Voicing Their Preferences on Learning Modalities......Page 71
6 Theme 1: The Need to Go to School—Movements and Heterotopias......Page 72
7 Theme 2: The Need for a Fixed Place......Page 75
8 Theme 3: The Need for a Fixed Time......Page 76
9 Theme 4: The Need for Classmates......Page 77
10 Theme 4: The Need for a Lecturer/an Instructor......Page 79
11 Conclusion......Page 81
References......Page 82
Bridging Academic and Professional Identities Through Online Learning Environments......Page 85
1 Introduction......Page 86
2 The BCCP Model......Page 87
3 Boundary Crossing and the E-portfolio as a Transaction Space......Page 92
4.1 Participants......Page 94
4.3 Corpus of Data......Page 95
5 Results......Page 96
6 Conclusion......Page 100
References......Page 102
1 Introduction......Page 106
2 Collaborative Learning in Polemic Forums......Page 109
3 Conclusion......Page 118
References......Page 119
1 Introduction......Page 121
2 Constructive-Interpretative Methodology......Page 124
3.1 The Subjective Dimension of the Processes of Development, Learning and Socialization Prior to University Studies......Page 125
3.2 Analyses of What Is Going on When Maria Leaves High School and Goes to University......Page 128
4 Conclusions......Page 134
References......Page 135
1 The Teacher in the in-Between Place: Teacher Identity in ODL......Page 137
3 The Teacher’s Identity: Moving Between the Face-to-Face and the ODL......Page 141
4 Theme 1: Construction of the Teacher in ODL......Page 143
5 Theme 2: Differences Between Face-to-Face and Distance Learning......Page 144
6 Theme 3: Relationship Between Teacher and Student......Page 145
7 Tema 4: Difficulties ODL......Page 147
8 Theme 5: Students in ODL......Page 148
9 Final Considerations......Page 149
Bibliography......Page 150
Educating the Future Self - An Interdisciplinary View of Online Teaching - Learning Process......Page 153
1 Introduction......Page 154
2 Some Contextual Dimensions for Our Experience......Page 155
3 Linguistic Landscape, Violent Discourses and Discourses of Resistance......Page 157
4 About Territories, Landscapes and Borders: A Look to the Didactic Decisions Taken......Page 160
5 About Voices and Experiences......Page 166
6 Some Final Comments......Page 168
References......Page 171
1 Approaches to Virtual Teaching of Dissertation Writing......Page 173
2 Theoretical Foundations of the Teaching Proposal......Page 174
3 Writing a Doctoral Thesis in an Online and Collaborative Workshop. Methodological Aspects......Page 176
4.1 Teacher Feedback and Learning......Page 179
4.2 Peer Interaction and Meta-Linguistic Activity......Page 181
4.3 Student’s Perspective on the Workshop......Page 182
4.4 Constitution of Student’s Identity as Researchers and Dissertation Writers......Page 183
5 Contributions and Challenges for Online Teaching of Dissertation Writing......Page 185
References......Page 187
1 Introduction......Page 192
2 Discursive Genres and Information Technology......Page 193
3 Digital Literacy in Teacher Training Courses......Page 194
4 The Hybrid Proposal or “Blended Learning” in the Initial Teacher Education Program in Portuguese (ITEP)......Page 195
4.1 The Student’s Experiences......Page 196
5 Discussion......Page 197
6 Conclusions......Page 198
References......Page 199
Engendering New Conversations......Page 201
1 Introduction......Page 202
2 A Non-universal Response to the New Normal......Page 204
3 Teaching and Learning in COVID-19 Times......Page 205
4.1 Home......Page 208
5 The New Meaning of Presence......Page 210
6 Universities Are Leaving Closure......Page 211
7 Conclusion......Page 212
References......Page 213
 Online Learning as a Cultural Phenomenon in a Complex Scenario a Critical View of Online Learning and Teaching Process in Higher Education......Page 215
2 The Liminal Space in Online Education......Page 216
3 The Role of Implicit Knowledge in OTL......Page 218
4 The Extension of Contexts......Page 219
6 Seeing Ubiquity as a Sign......Page 220
7 Integrating the Selfs......Page 221
8 Concluding or Tracing a New Path......Page 222
References......Page 223