dc.contributor.author | Johannesen, Monica | |
dc.contributor.author | Habib, Laurence | |
dc.date.accessioned | 2010-04-14T14:03:32Z | |
dc.date.available | 2011-09-30T02:02:25Z | |
dc.date.issued | 2010-03 | |
dc.identifier.citation | Johannesen, M. & Habib, L. (2010). "The role of professional identity in patterns of use of multiple-choice assessment tools", Technology, Pedagogy and Education, 19, (1), 93-109 | en_US |
dc.identifier.issn | Print: 1475-939X | |
dc.identifier.issn | Online: 1747-5139 | |
dc.identifier.uri | http://hdl.handle.net/10642/345 | |
dc.description.abstract | This article uses the notion of professional identity within the framework of actor
network theory to understand didactic practices within three faculties in an
institution of higher education. The study is based on a series of interviews with
lecturers in each faculty and diaries of their didactic practices. The article focuses
on the use of a multiple-choice assessment tool available on a virtual learning
environment and on the lecturers’ attitudes towards it. The data suggest that the
prevalent epistemic culture in a faculty’s community of practice plays a significant
role in the choices made by lecturers as far as their actual use of the tool is
concerned. The lecturers’ professional identity is also a substantial element in
shaping their attitude towards the tool. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Routledge | en_US |
dc.relation.ispartofseries | Technology, Pedagogy and Education;19, (1) | |
dc.subject | ANT | |
dc.subject | Multiple choice | en_US |
dc.subject | Assessment | en_US |
dc.subject | Actor-network theory | en_US |
dc.subject | Virtual learning | en_US |
dc.subject | E-learning | en_US |
dc.subject | Professional identity | en_US |
dc.subject | Higher education | en_US |
dc.subject | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.title | The role of professional identity in patterns of use of multiple-choice assessment tools | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | Postprint version of article originally published in Technology, Pedagogy and Education | en_US |
dc.identifier.doi | http://dx.doi.org/10.1080/14759390903579232 | |