Skip to content The Open University
Dr Linda Price

Dr Linda Price

Senior Lecturer

The Open University Institute of Educational Technology IET Academic Team

Profile

I am a Senior Lecturer in Educational Technology at the Institute of Educational Technology at the Open University, UK Linda Price and Professor of Engineering Education at the Engineering Faculty (LTH)  in Lund University in Sweden.  I have been researching and promoted pedagogically-driven uses of educational technology in a range of contexts in higher education for almost 20 years.  I use my research and that of others to foster academic practice that promotes student-centred learning and engenders scholarly approaches to teaching and learning with technology. I have given national and international keynotes, seminars and workshops on these topics. I have also collaborated with international colleagues on how to promote scholarly practices in teaching and learning, through the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). My recent research focuses on investigating and developing models of scholarly practices using technology through understanding academics’ conceptions of and approaches to teaching and learning.

 

Teaching Interests

My main area of responsibly is supporting the professional development  needs of those involved in learning and teaching at the Open University. This is a research-driven, evidenced-based approach that utilised both institutional research findings and innovative theories and practices from the wider HE context. The  approach underpins individual personal development and the university’s commitment to improving the quality of the student experience. In particular my work focuses on helping colleagues to consider how new technologies can be pedagogically employed effectively to enhance the student experience. This is to encourage educational uses of technology that link with assessment in order to constructively align course outcomes with course intentions.

I have been an educational consultant on numerous online learning courses in the OU and I have contributed to the development of innovative uses of technology in the support of student-centred learning. This includes the consultation, development, and evaluation of online learning environments, synchronous and asynchronous communication, and electronic assessment and assignment handling. I have also been a consultant for other universities advising on how effective e-learning could be realized in their courses. Additionally I provide external workshops on the use of technology in education for external institutions.

Research Interests

My research area is student learning and teaching practice in higher education and the contextual influences of technology in this endeavour. I have developed a model that considers the factors that contribute to improving student learning and how variations in those factors impinge on outcomes. This adopts a holistic view to investigating improvements in student learning. It considers the students: their conceptions and approaches to learning, their personological and contextual factors; the teachers; their conceptions and approaches to teaching, their personological and contextual factors; and the institution: the environment, policies and practices.

In developing a synergistic approach to my work I use my  research and teaching knowledge to promote the Scholarship of Teaching and Learning and its role in supporting and improving student learning. I have been part of the Carnegie Association for the Scholarship of Teaching and Learning group working on institutional Culture: Philosophy, Policy and Infrastructure. This has several collaborative projects between three USA universities and two UK universities.

Current Research Projects

I am leading on a project investigating the cultural and contextual influences on the interpretation and enactment of the scholarship of teaching and learning. This uses case studies from four institutions: two from USA institutions and two from UK institutions. These represent institutional perspectives.

I am also leading on a qualitative study that investigates the conceptions that individual academics hold on the interpretation and enactment of SoTL. The data collection consists of 10 interviews at the Open University, UK, and 10 interviews at Buffalo State University, NY, USA. These conceptions represent individual views.

My extensive work is in evaluating the student experience of learning in higher education and using this to promote the synergy between research and practice. I am interested in investigating how variations in the context, particularly in relation to technology, relate to students’ perceptions of their educational experience and whether this impinges on their perceptions of the quality of their experience. I have conducted many evaluations of online learning and have specialized in understanding whether the online context mediates students' perceptions. I have been a pioneer in the research and development of online learning and support.

 

Publications

Book Chapter
Price, Linda (2014). Modelling factors for predicting student learning outcomes in higher education. In: Gijbels, David; Donche, Vincent; Richardson, John T. E. and Vermunt, Jan D. eds. Learning Patterns in Higher Education: Dimensions and Research Perspectives. New Perspectives on Learning and Instruction. Abingdon: Routledge, pp. 56–77.
Daunert, Anna Liza and Price, Linda (2014). E-portfolio: a practical tool for self-directed, reflective, and collaborative professional learning. In: Harteis, Christian; Ruasch, Andreas and Seifried, Jürgen eds. Discourses on Professional Learning: On the Boundary Between Learning and Working. Professional and Practice-based Learning (9). Dordrecht: Springer Science and Business Media, pp. 231–251.
Kirkwood, Adrian and Price, Linda (2011). The influence upon design of differing conceptions of teaching and learning with technology. In: Olofsson, Anders D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. IGI Global, pp. 1–20.
Price, Linda and Kirkwood, Adrian (2008). Technology in the United Kingdom’s Higher Education Context. In: Scott, Shelleyann and Dixon, Kathryn C. eds. The Globalised University: Trends and Challenges in Teaching and Learning. Perth: Black Swan Press, pp. 83–113.
Jelfs, Anne ; McDonald, Janet; Price, Linda ; Richardson, John T. E. and Cannell, Pete (2007). 'Am I still doing a good job?': Conceptions of tutoring in distance education. In: Rust, Chris ed. Improving Student Learning Through Teaching. Oxford, UK: Oxford Centre for Staff and Learning Development.
Price, Linda and Richardson, John T. E. (2004). Why is it difficult to improve student learning? In: Rust, Chris ed. Improving Student Learning: Theory, Research and Scholarship. Oxford, UK: Oxford Centre for Staff and Learning Development.
Conference Item
Kirkwood, A. and Price, L. (2014). Improving quality and validity in research and evaluation studies of learning technologies. In: EDULEARN 14 Conference (6th International Conference on Education and New Learning Technologies), 7-10 July 2014, Barcelona, Spain.
Price, Linda (2011). Modelling factors for predicting student learning outcomes in higher education. In: ‘Learning in transition: dimensionality, validity and development’ scientific research network conference, 1-2 December 2011, University of Antwerp, Belgium.
Price, Linda and Kirkwood, Adrian (2010). Technology enhanced learning – where’s the evidence? In: Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010, 5-8 December 2010, Sydney, Australia.
Journal Article
Price, Linda and Kirkwood, Adrian (2014). Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice. Higher Education Research and Development, 33(3), pp. 549–564.
Kirkwood, Adrian and Price, Linda (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), pp. 6–36.
Price, Linda and Kirkwood, Adrian (2014). Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice. Technology, Pedagogy and Education, 23(3), pp. 325–347.
Alden Rivers, Bethany; Richardson, John T. E. and Price, Linda (2014). Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors’ conceptions. International Review of Research in Open and Distance Learning, 15(3), pp. 215–231.
Kirkwood, Adrian and Price, Linda (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), pp. 536–543.
Kirkwood, Adrian and Price, Linda (2013). Missing: evidence of a scholarly approach to teaching and learning with technology in higher education. Teaching in Higher Education, 18(3), pp. 327–337.
Price, Linda ; Richardson, John T. E. ; Robinson, Bernadette; Ding, Xia; Sun, Xiaoling and Han, Cuiling (2011). Approaches to studying and perceptions of the academic environment among university students in China. Asia Pacific Journal of Education, 31(2), pp. 159–175.
Draeger, John and Price, Linda (2011). Which way to SoTL utopia? International Journal for the Scholarship of Teaching and Learning , 5(1),
Jelfs, Anne ; Richardson, John T. E. and Price, Linda (2009). Student and tutor perceptions of effective tutoring in distance education. Distance Education, 30(3), pp. 419–441.
Makoe, Mpine; Richardson, John T. E. and Price, Linda (2008). Conceptions of learning in adult students embarking on distance education. Higher Education, 55(3), pp. 303–320.
Price, Linda ; Richardson, John T. E. and Jelfs, Anne (2007). Face-to-face versus online tutoring support in distance education. Studies in Higher Education, 32(1), pp. 1–20.
Price, Linda (2007). Lecturers' vs. students' perceptions of the accessibility of instructional materials. Instructional Science, 35(4), pp. 317–341.
Kirkwood, Adrian and Price, Linda (2006). Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies. International Review of Research in Open and Distance Learning, 7(2),
Price, Linda (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), pp. 349–359.
Price, Linda (2004). Individual differences in learning: cognitive control, cognitive style and learning style. Educational Psychology, 24(5), pp. 681–698.
Richardson, John T. E. and Price, Linda (2003). Approaches to studying and perceptions of academic quality in electronically delivered courses. British Journal of Educational Technology, 34(2), pp. 45–56.
Other
Kirkwood, Adrian and Price, Linda (2011). Enhancing learning and teaching through technology: a guide to evidence-based practice for academics. Higher Education Academy, York, UK.
Kirkwood, Adrian and Price, Linda (2011). Enhancing learning and teaching through technology: a guide to evidence-based practice for academic developers. Higher Education Academy, York, UK.
Kirkwood, Adrian and Price, Linda (2011). Enhancing learning and teaching through technology: a guide to evidence-based practice for policy makers. Higher Education Academy, York, UK.
Price, Linda and Kirkwood, Adrian (2011). Enhancing learning and teaching through technology: a table of resources for academics. Higher Education Academy, York, UK.
Price, Linda and Kirkwood, Adrian (2011). Enhancing learning and teaching through technology: a table of resources for academic developers. Higher Education Academy, York, UK.
Price, Linda and Kirkwood, Adrian (2011). Enhancing learning and teaching through technology: a table of resources for policy makers. Higher Education Academy, York, UK.

last updated 16-Oct-2013