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Blended professionals, technology and online learning: Identifying a socio‐technical third space in higher education

Blended professionals, technology and online learning: Identifying a socio‐technical third space in higher education
Blended professionals, technology and online learning: Identifying a socio‐technical third space in higher education
The idea of a ‘third space’ located between academic and professional domains has proven useful in exploring changing academic and professional roles in higher education, including in online learning. However, the role of technology in accounts of third space activity remains under‐explored. Drawing on research into the introduction of Massive Open Online Courses (MOOCs) at three UK higher education institutions, it is argued that both social and technical factors must be considered to understand, plan for and manage the third space roles and structures which emerge in such initiatives. This study focuses on learning designers, confirming that they act as third space ‘blended professionals’ in the somewhat distinctive case of MOOC development. However, it also proposes the concept of a socio‐technical third space in which blended professionals act as hubs in a metaphorical network of activity, using social and technical means to shape their own roles and those of others.
0951-5224
White, Steven
baadc29a-054f-4294-a8d2-4e839d396dd6
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Borthwick, Kate
34fa2da0-35c3-4302-932c-141b94aec4b4
White, Steven
baadc29a-054f-4294-a8d2-4e839d396dd6
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Borthwick, Kate
34fa2da0-35c3-4302-932c-141b94aec4b4

White, Steven, White, Su and Borthwick, Kate (2020) Blended professionals, technology and online learning: Identifying a socio‐technical third space in higher education. Higher Education Quarterly. (doi:10.1111/hequ.12252).

Record type: Article

Abstract

The idea of a ‘third space’ located between academic and professional domains has proven useful in exploring changing academic and professional roles in higher education, including in online learning. However, the role of technology in accounts of third space activity remains under‐explored. Drawing on research into the introduction of Massive Open Online Courses (MOOCs) at three UK higher education institutions, it is argued that both social and technical factors must be considered to understand, plan for and manage the third space roles and structures which emerge in such initiatives. This study focuses on learning designers, confirming that they act as third space ‘blended professionals’ in the somewhat distinctive case of MOOC development. However, it also proposes the concept of a socio‐technical third space in which blended professionals act as hubs in a metaphorical network of activity, using social and technical means to shape their own roles and those of others.

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Blended professionals, technology and online learning Identifying a socio-technical third space in higher education - Accepted Manuscript
Restricted to Repository staff only until 10 March 2022.
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Accepted/In Press date: 8 January 2020
e-pub ahead of print date: 10 February 2020

Identifiers

Local EPrints ID: 438468
URI: http://eprints.soton.ac.uk/id/eprint/438468
ISSN: 0951-5224
PURE UUID: 6437ca9e-35ec-486d-a91c-ed29841bc13c
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275
ORCID for Kate Borthwick: ORCID iD orcid.org/0000-0003-2251-7898

Catalogue record

Date deposited: 11 Mar 2020 17:30
Last modified: 22 Oct 2021 01:39

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Contributors

Author: Steven White
Author: Su White ORCID iD
Author: Kate Borthwick ORCID iD

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