Pedagogical Models of Digital Learning in the United Kingdom: Lessons for Africa.

Sarah Rawlinson; Paula Shaw

doi:10.1108/978-1-80382-193-120221003

Pedagogical Models of Digital Learning in the United Kingdom: Lessons for Africa.

Sarah Rawlinson, Paula Shaw

FBL - Partnerships

Research output: Contribution to Book/Report › Chapter › peer-review

Abstract

The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.

Original language	English
Title of host publication	The Emerald Handbook of Higher Education in a Post-Covid World
Subtitle of host publication	New Approaches and Technologies for Teaching and Learning
Editors	Byron Brown, A Irons
Publisher	Emerald
Pages	39-69
Number of pages	30
ISBN (Electronic)	978-1-80382-193-1
ISBN (Print)	978-1-80382-194-8
DOIs	https://doi.org/10.1108/978-1-80382-193-120221003
Publication status	Published - 22 Aug 2022

Bibliographical note

© 2022 by Paula Shaw and Sarah Rawlinson. The Authors' Accepted Manuscript is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher,

Access to Document

10.1108/978-1-80382-193-120221003

Rawlinson_Shaw_2022_Pedagogical_Models_of_Digital_Learning_in_the_United_KingdomAccepted author manuscript, 561 KBLicence: Unspecified

Cite this

@inbook{5526ed7dfd9644118f5c527a38015bb0,

title = "Pedagogical Models of Digital Learning in the United Kingdom: Lessons for Africa.",

abstract = "The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.",

author = "Sarah Rawlinson and Paula Shaw",

note = "{\textcopyright} 2022 by Paula Shaw and Sarah Rawlinson. The Authors' Accepted Manuscript is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher,",

year = "2022",

month = aug,

day = "22",

doi = "10.1108/978-1-80382-193-120221003",

language = "English",

isbn = "978-1-80382-194-8",

pages = "39--69",

editor = "Brown, {Byron } and A Irons",

booktitle = "The Emerald Handbook of Higher Education in a Post-Covid World",

publisher = "Emerald",

}

TY - CHAP

T1 - Pedagogical Models of Digital Learning in the United Kingdom: Lessons for Africa.

AU - Rawlinson, Sarah

AU - Shaw, Paula

N1 - © 2022 by Paula Shaw and Sarah Rawlinson. The Authors' Accepted Manuscript is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher,

PY - 2022/8/22

Y1 - 2022/8/22

N2 - The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.

AB - The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.

U2 - 10.1108/978-1-80382-193-120221003

DO - 10.1108/978-1-80382-193-120221003

M3 - Chapter

SN - 978-1-80382-194-8

SP - 39

EP - 69

BT - The Emerald Handbook of Higher Education in a Post-Covid World

A2 - Brown, Byron

A2 - Irons, A

PB - Emerald

ER -

Pedagogical Models of Digital Learning in the United Kingdom: Lessons for Africa.

Abstract

Bibliographical note

Access to Document

Fingerprint

Cite this