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Online education is an increasingly important element of contemporary higher education, but many argue its potential has not been fully realised. Attempts to analyse the limits on educators’ uptake or effective implementation of online education emphasise individual and institutional adaptation to technology, at the expense of understanding the context of its introduction and use. In contrast, we apply Biesta’s (2006) and Connell’s (2013) conceptualisation of the education encounter as a tool for analysing educators’ engagement with online education technologies. We argue that educators’ uses of these technologies must be contextualised within the ideologies and practices of neo-liberal universities. Educators’ sometimes tentative uptake of online education reflects their attempts to manage the ideals of the education encounter with new managerialist demands. We conclude that understanding how and why educators use online education necessitates accounting for the importance of relationships between educators and students, and educators and their institutions.

Item Type:	Refereed Article
Keywords:	education encounter, higher education, neo-liberalism, new managerialism, online learning
Research Division:	Education
Research Group:	Education systems
Research Field:	Higher education
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Schools and learning environments not elsewhere classified
UTAS Author:	Clarke, RGH (Dr Robert Clarke)
ID Code:	99946
Year Published:	2015
Deposited By:	School of Humanities
Deposited On:	2015-04-20
Last Modified:	2016-09-08
Downloads:	167 View Download Statistics