期刊名称：International Journal of Educational Technology in Higher Education
印刷版ISSN：1698-580X
电子版ISSN：2365-9440
出版年度：2021
卷号：18
期号：1
页码：1-18
DOI：10.1186/s41239-021-00304-8
语种：English
出版社：Springer Verlag
摘要：Abstract Not because of the unexpected global pandemic, but because of the emergence of educational technology and pedagogical innovation, the ways of teaching and learning have been switched to technology integrated modes such as blended and flipped learning which is more than changing to online from face-to-face. Yet, many institutes, which rely on a conventional residential teaching mode or use learning management systems (LMS) as an additive tool, are further struggling to adjust to the new environment. In this paper, we argue that the identity changes of three components, instructor, learner, and LMS are inevitable for authentic online teaching and learning. By applying conceptual frameworks for the identity changes with four sequential levels, we evaluated Blackboard course sites (n = 53) and analysed course evaluations (n = 41) from a university that remained holding a traditional classroom mode and using an LMS in a non-integrated way. As a result, only a few courses appeared at higher levels of the identity changes. To integrate the identity changes in online learning and teaching, we argue that an LMS should be designed and managed as a learning community; both instructors and learners should be repositioned as co-participants; and they should work together to build a post-learning community by practicing community membership.
关键词：Online learning;Instructor identity;Learner identity;Learning environment;Learning management systems (LMS)
