Chapter 13: Critical approaches in digital education research
Category:
Chapter
Published:
10 Jun 2022
Page Range:
161–172
Collection:
Sociology, Social Policy and Education 2022
DOI:
https://doi.org/10.4337/9781800888494.00023
Restricted access

This chapter asks what characterizes critical research and what it can offer the field of digital education. It begins by considering why critical research is needed, then goes on to explore some of the underpinning theories and methods. Rather than providing a single case study, it uses surveillance as a theme to illustrate how different critical researchers are addressing a contemporary issue. Finally, it suggests that critical research could enhance its value and relevance by connecting clearly with the day-to-day concerns of digital educators and policy makers.

You are not authenticated to view the full text of this chapter or article.

Access options

Get access to the full article by using one of the access options below.

Other access options

Redeem Token

Institutional Login

Log in with Open Athens, Shibboleth, or your institutional credentials

Login via Institutional Access

Personal login

Log in with your Elgar Online account

Login with your Elgar account
Cover Handbook of Digital Higher Education
Handbook of Digital Higher Education
Handbook
Published:
10 Jun 2022
Print ISBN:
9781800888487
eISBN:
9781800888494
DOI:
https://doi.org/10.4337/9781800888494
Pages:
416
Collection:
Sociology, Social Policy and Education 2022
Buy Print
Front Matter
Chapter 1: Introduction to the Handbook of Digital Higher Education
Part I: Learning and teaching in digital higher education
Chapter 2: Educational design and productive failure: the need for a culture of creative risk taking
Chapter 3: A model for learning analytics to support personalization in higher education
Chapter 4: Learning Design as an efficient educational development methodology: conceptualization, assessment, and practice
Chapter 5: How digital is my curriculum? Embedding signature digital capabilities in engineering
Chapter 6: Computational thinking in higher education: a framework for mapping and developing learning activities
Chapter 7: Future Skills as new currency for the world of tomorrow
Chapter 8: Enabling online learning: who are the educators?
Chapter 9: Designing instructional support in online learning environments: insights from research on supporting self-regulated learning in MOOCs
Chapter 10: International inclusive teaching and learning
Chapter 11: Higher education instructors inclusive design practices during COVID-19: a Hong Kong perspective
Part II: Researching digital higher education
Part III: Managing digital higher education
Chapter 19: An institutional approach to embedding digital and information literacy into taught programmes
Chapter 20: Understanding the learner perspective to inform institutional learning analytics strategy and practice
Chapter 21: Making sense of learning data at scale
Chapter 22: Students academic digital competencies in higher education: development of a cross-institutional model
Chapter 23: Digital teaching competence development in higher education: key elements for an institutional strategic approach
Chapter 24: Technology-based assessment and academic integrity: building capacity in academic staff
Chapter 25: Emergency professional development in higher education: lessons from the COVID-19 pandemic
Chapter 26: An institutional approach to developing and implementing a strategy for digital education
Chapter 27: Fostering a culture of radical technological innovation within the boundaries of the educational system in higher education
Chapter 28: The importance of diversity and digital leadership in education: a feminist perspective from higher education
Chapter 29: Digital education: less change and more change than predicted
Back Matter