Teaching for e-Learning in the Knowledge Society: Promoting Conceptual Change in Academics’ Approaches to Teaching

This paper suggests that recent changes in higher education, the demands of the knowledge society and an increased need for students to become autonomous, reflective e-learners increases the need for academics to understand the learning process. In order to understand e-learning, teachers need to understand learning as e-learning is embedded in learning. Without an understanding of what learning encompasses, it can be difficult for many academics to develop into good teachers and to promote good e-learning practice. University teachers need to develop a theory of learning and teaching to apply to e-learning scenarios. This paper outlines a program for promoting conceptual change in academics’ approaches to teaching via an understanding of learning and e-learning. A strategy is developed, initially based on IT units, to help extend the approach to other areas. A dissemination and evaluation strategy is also outlined.