Re-learning through e-learning: Changing conceptions of teaching through online experience

What can the duality of experience of being an online student/ online educator afford? This paper draws on recent literature on reflective practice principles of online learning and teaching to explore experiences from those who have been on both sides — online educators and online students. Educators and online course developers need to hear from student voices in order to inform online pedagogical directions, create innovations and enrich and expand on how to provide stimulating and challenging online learning environments. Educators can do so through engagement in learner roles through experiential online learning, thereby enabling a reframing/ reconceptualisation of online teaching. By listening to student experiences, allowing for a heightened sense of awareness of learner needs, educators gain insights to improve pedagogical practice. By using qualitative in depth interview techniques with 5 online educators/ students across two Australian states, the study explores the vantage points afforded by these experiences. The findings can inform how educators can provide engaging and empowering online teaching and learning environments that move beyond traditional comfort zones and established pedagogies.