Professor Jonathan Tummons' Outputs (3)

‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England (2016)
Journal Article
Tummons, J. (2016). ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England. Research in Post-Compulsory Education, 21(4), 346-359. https://doi.org/10.1080/13596748.2016.1226589

During the last two decades, a number of successive policy initiatives have attempted to professionalise the further education sector in England: professional qualifications have been rewritten, made compulsory and then returned to voluntary status;... Read More about ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England.

The Invisible Work of Distributed Medical Education: Exploring the Contributions of Audiovisual Professionals, Administrative Professionals and Faculty Teachers (2016)
Journal Article
MacLeod, A., Kits, O., Mann, K., Tummons, J., & Wilson, K. (2016). The Invisible Work of Distributed Medical Education: Exploring the Contributions of Audiovisual Professionals, Administrative Professionals and Faculty Teachers. Advances in Health Sciences Education, 22, 623-638. https://doi.org/10.1007/s10459-016-9695-4

Distributed medical education (DME) is becoming increasingly prevalent. Much of the published literature on DME has focused on the experiences of learners in distributed programs; however, our empirical work leads us to believe that DME changes the c... Read More about The Invisible Work of Distributed Medical Education: Exploring the Contributions of Audiovisual Professionals, Administrative Professionals and Faculty Teachers.

Teaching without a blackboard and chalk: conflicting attitudes towards using ICTs in higher education teaching and learning (2016)
Journal Article
Tummons, J., Fournier, C., Kits, O., & Macleod, A. (2016). Teaching without a blackboard and chalk: conflicting attitudes towards using ICTs in higher education teaching and learning. Higher Education Research & Development, 35(4), 829-840. https://doi.org/10.1080/07294360.2015.1137882

This article, derived from a three-year ethnography of distributed medical education provision in a Canadian university, explores the ways in which information and communication technologies are used by teachers and students in their everyday work wi... Read More about Teaching without a blackboard and chalk: conflicting attitudes towards using ICTs in higher education teaching and learning.