Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching

Keywords: pedagogy, learning theories, digital pedagogy, rhizoanalysis, criticality

Abstract

The gap in knowledge about how learning theories relate to everyday digital teaching practices in universities inhibits scholarly and practical developments in this area. This article reports on part of a qualitative research project which identified patterns across teaching modes, descriptions and accompanying rationales. It found that learning theories played a minor role in educators’ rationales, even though many of their teaching practices could be described as pedagogically ‘sound’. Although social constructivist approaches were strongly represented in the data, the most widespread rationales for technology uses were folk pedagogies and pseudo-educational theories. This contradicts much of what scholarship and ‘edtech’ culture espouses as pedagogically led technology use. Such educational technology orthodoxies hinder the progress of theory use in this area and fail to address the realities of how lecturers use digital technologies. While it may come as no surprise that educators did not articulate their practices referencing learning theories, the dominance of pseudo-theories in this research represents a threat to the criticality of scholarship and practice in this area. This article recommends that critical and scholarly approaches to digital teaching are encouraged, and that folk and pseudo-theories are acknowledged and leveraged in the support and development of digital teaching.

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Published
2019-02-13
How to Cite
Drumm, L. (2019). Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2094
Section
Original Research Articles