Better together: innovative learning and authentic connections in the online space Book review: Abegglen, S., Neuhaus, F. and Wilson, K. (eds.) (2022) Voices from the digital classroom: 25 interviews about teaching and learning in the face of a global pandemic. Calgary: University of Calgary Press.

Authors

  • Carina Buckley Southampton Solent University

DOI:

https://doi.org/10.47408/jldhe.vi27.979

Keywords:

community, learning technologies, online learning, innovation, student engagement

Author Biography

Carina Buckley, Southampton Solent University

Carina Buckley is currently Instructional Design Manager at Solent University, responsible for the on-going development of the VLE as a student-centred, active and inclusive learning space. Her research interests broadly connect to collaboration and community and have evolved recently to explore ideas around leadership and professional identity. She serves as the Treasurer for ALDinHE and also sits on the steering group for the International Consortium of Academic Language and Learning Developers (ICALLD). Following a PhD in Archaeology in 2006, she has since added Advance HE Principal Fellow and Certified Leading Practitioner in Learning Development to her post-nominals.

References

Quinn, J. (2010) Learning communities and imagined social capital. London: Continuum.

Vaughan, N. D., Cleveland-Innes, M. and Garrison, D. R. (2013) Teaching in blended learning environments: creating and sustaining communities of inquiry. Athabasca: AU Press.

White, S., White, S. and Borthwick, K. (2021) ‘Blended professionals, technology and online learning: identifying a socio-technical third space in higher education’, Higher Education Quarterly, 75, pp.161-174. https://doi.org/10.1111/hequ.12252.

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Published

27-04-2023

How to Cite

Buckley, C. (2023) “Better together: innovative learning and authentic connections in the online space Book review: Abegglen, S., Neuhaus, F. and Wilson, K. (eds.) (2022) Voices from the digital classroom: 25 interviews about teaching and learning in the face of a global pandemic. Calgary: University of Calgary Press. ”, Journal of Learning Development in Higher Education, (27). doi: 10.47408/jldhe.vi27.979.

Issue

No. 27 (2023)

Section

Reviews

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