Overview
- Uses case studies to highlight the social and physical aspects of online postgraduate programmes
- Presents alternative views to common perceptions of online learning as non-social or as easily scalable
- Presents theories for understanding how the goals, behaviours, technologies, environments and motivations of students.
Part of the book series: Postdigital Science and Education (PSE)
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Table of contents (13 chapters)
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Front Matter
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Back Matter
Keywords
About this book
This edited volume builds upon the premise that online learning is not separate from the social and material world, and is made up of embodied, socially-meaningful experiences. It is founded on a “postdigital” perspective in which, much more than interactions with keyboards, computer screens, hardware or software, the learning that happens on online postgraduate programmes spills out into professional and informal settings, making connections with what comes before and after any formally-scheduled tasks.
Unlike other books relating to online education, this book combines a theoretical perspective, in which the digital, physical and social are all interconnected within complex educational ecologies, with a focus grounded in postgraduate practice. This focus has important implications for the kinds of students and learning that are explored in the chapters of the book.This book provides an important contribution to the knowledge of what is required to produce quality, online postgraduate programmes at the level of teachers, curriculum designers, faculty developers and policy-makers.
Reviews
Editors and Affiliations
About the editors
Tim Fawns is a lecturer in clinical education at the University of Edinburgh. He is Deputy Programme Director of the MSc Clinical Education, Director of the international Edinburgh Summer School in Clinical Education, and an associate of the Centre for Research in Digital Education. His research focus is on the relationship between technology and education, seen from an ecological perspective. He has previously edited a book on digital media practices and memory (Memory and Meaning: Digital Differences).
Gill Aitken is a senior lecturer and lead for postgraduate clinical education within Edinburgh Medical School and is the Programme Director of the MSc Clinical Education at the University of Edinburgh. Gill is a Registered Dietitian with many years teaching experience. Her research interests lie in the relationships established online in postgraduate education and how learning develops and impacts on the clinical environment.
Derek Jones is a lecturer in clinical education at the University of Edinburgh and Programme Director of the PhD Clinical Education. Derek is a Registered Occupational Therapist and has a degree in sociology. He has previously edited a textbook entitled “Sociology and occupational therapy: an integrated approach”. Derek is interested in the management of pain and the application of sociological theory to clinical education.
Bibliographic Information
Book Title: Online Postgraduate Education in a Postdigital World
Book Subtitle: Beyond Technology
Editors: Tim Fawns, Gill Aitken, Derek Jones
Series Title: Postdigital Science and Education
DOI: https://doi.org/10.1007/978-3-030-77673-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-77672-5Published: 23 November 2021
Softcover ISBN: 978-3-030-77675-6Published: 24 November 2022
eBook ISBN: 978-3-030-77673-2Published: 17 December 2021
Series ISSN: 2662-5326
Series E-ISSN: 2662-5334
Edition Number: 1
Number of Pages: XXXV, 259
Number of Illustrations: 1 b/w illustrations, 1 illustrations in colour
Topics: Educational Technology, Professional & Vocational Education, Sociology of Education