Conceptions of Teaching using Virtual Learning Environments: Preliminary Findings From A Phenomenographic Inquiry

This paper reports a sub-set of findings from a phenomenographic investigation into Greek university teachers’ conceptions of, and approaches to, teaching and learning using virtual learning environments (VLEs). Analysis of open-ended interviews with a small group of computer science teachers revealed three qualitatively different conceptions of teaching using VLEs, and different pedagogical approaches associated with them. The ‘information transfer’ conception was associated with information(or content) oriented pedagogical approaches to using VLEs. ‘Understanding concepts’ and ‘developing concepts’ conceptions were associated with more activity(or process-) oriented approaches. The data suggest that there may be a relationship between the subject being taught (within the broad discipline of computer science) and different conceptions and approaches to using VLEs. Although based on a very small sample, the pilot study also suggests that pedagogical conceptions and approaches associated with networked learning may not be widely prevalent in computer science teaching in Greece.