Relationship Between Conceptions and Approaches to Teaching in Online Distance Education Courses

This study aimed to examine the relationship between conceptions and approaches to teaching in two forms of online teaching in a university in Vietnam; asynchronous teaching through video-recording and synchronous online teaching through online communication platforms. Data were gathered through interviews with 14 lecturers who taught through both modes of online teaching. Data analysis employed grounded theory. For the asynchronous online teaching via video-recording, there was no relationship between conceptions and approaches, as all lecturers used teacher-centred approaches to teaching. For the synchronous teaching through online communication platforms, there was a reasonably logical relationship between conceptions and approaches. Deviations from a logical relationship were caused by technological constraints. The findings differ markedly from those for face-to-face teaching, where there is normally a consistent and logical relationship between conceptions and approaches. This study highlights how technological affordances and institutional design choices mediate the expression of pedagogical intent in online distance education courses.