Critical Approaches to Online Learning

Online learning has become an increasing presence in higher education course design, with most courses combining physical real time engagement with asynchronous learning activity. Now, however, there is a greater need for this one-stop guide to critical practice in this area, as we rethink the role of digital in the social practices of university learning and teaching. This book provides a critical and contemporary 'deep dive' into the socio-material, technological and pedagogical practices at work in virtual and digital higher education. Examples are drawn from across and between disciplinary pedagogies with a focus on blended and hybrid approaches and the pivot to fully online made urgent by Covid-19 but drawing on existing best practice. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic - connecting research, teaching, scholarship, community engagement and leadership - while developing confidence and authority.

Julian McDougall is Professor in Media and Education, Head of the Centre for Excellence in Media Practice at Bournemouth University and Principal Fellow of the Higher Education Academy. He edits Media Practice and Education, runs the Professional Doctorate (EdD) in Creative and Media Education at Bournemouth University and convenes the annual International Media Education Summit. He is external examiner for BA and EdD programmes and a senior examiner for Media Studies A Level in the UK and is a grant reviewer for several international panels. In the fields of education, and media / digital literacies, he is the author of a range of over 100 books, articles, chapters and research reports and has provided numerous research projects for external funders, charities and non-profit organisations including the European Union, Arts and Humanities Research Council, Samsung, the United Kingdom Literacy Association, the UK Government Department for Culture, Media and Sport and US Embassy in London. He has given keynote speeches and joined invited expert panels on education, media and digital literacies in over 20 countries. Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching. Joy works with doctoral students exploring aspects of educational practice and encourages them to be adventurous in their methodological approaches and to share their findings in a range of contexts to enable practice change. Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire's Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.

Introduction 1. Virtual learning, time and space 2. Relational co-creation in virtual spaces 3. Inclusion, social justice and the digital 4. Assessment: Vygotsky in the Third Space? 5. Rethinking the idea of the university Conclusions