This chapter examines how the pedagogical focus in teaching doctoral-level research online at open access universities in the United States is shifting in relation to an assemblage of discursive and structural contexts. Research courses in these overlapping contexts are much like ‘messy objects’, which further inform how these courses are taught and experienced. Despite the pedagogical content knowledge instructors may have, the online communicative dynamic presents a challenge for the instruction of research methods. The authors discuss teaching in the loop created by ‘lag time’ in asynchronous online teaching and learning where they emphasise a return to ‘basics’ - what it means to be a part of academic/research discourse, to ‘write well’, and to think of research as a contextual process. They propose attending to changes in the researcher habitus, bridging the lag time with synchronous online instruction, and engaging students both intellectually and personally.
You are not authenticated to view the full text of this chapter or article.
Get access to the full article by using one of the access options below.