Using insider research to study teacher engagement with video conferencing in first-year classes

Abstract

This paper describes the use of insider research in an ongoing project that aims to explore the complex relationships between teachers, pedagogy, and technology within large first-year courses. It outlines the design rationale for the project and describes the methods used to study the engagement of 17 academic staff with video conferencing technology over a five-month period in 2011. Three researchers have occupied the dual roles of research participants (being members of the teaching staff involved with the video conferencing) and researchers; thus, they have been 'insiders' or full participant-observers. After describing the context and methodology, the paper reflects on the use of insider research as an approach to study teacher engagement with e-learning initiatives.