From ‘Good Teaching’ to ‘Better Teaching’: One Academic’s Journey to Online Teaching


  • Brendan Paul Bentley University of South Australia
  • Benjamin A Kehrwald Charles Sturt University



Higher education, online learning, online course design


For many educators, the adoption of learning technologies as part of a ‘technology-enhanced’ approach to learning and teaching implies change. Technology takes on a disruptive role. Therefore, it is important to understand the pedagogical commitments associated with current practices in order to better understand any change implied by the use of particular technology ‘enhancements’. This article reports on a case study of the change experienced by one tertiary educator in the shift from successful on campus to flexible online teaching in an undergraduate Numeracy course. The study addresses the question: How do teaching academics translate a robust, proven on-campus course into a successful, flexibly delivered technology-enhanced course? The case employs an autoethnographic approach to recording and analysing the educator’s experiences to highlight comparisons between on-campus (face-to-face) and online teaching practices. The findings support the conclusion that ‘good teaching is good teaching’, based on sound pedagogical principles, regardless of the mode of delivery, but that the enactment of those principles in face-to-face and online learning environments differs in significant ways.

Author Biographies

Brendan Paul Bentley, University of South Australia

Brendan Bentley specializes in teaching Science and Mathematics Education at the University of South Australia. He has been a school leader and educator in excess of 30-years. His general interests are in cognition, cognitive load theory and learning. He has published in the area of civics and values education, and is an active researcher in the curriculum disciplines of science and mathematics education in particular proportional reasoning.

Benjamin A Kehrwald, Charles Sturt University

Benjamin Kehrwald is a specialist in online learning with more than twenty years’ experience with education technology. His work centres on technology-mediated social processes as part of social learning in networked environments. He teaches, researches, designs and develops online and blended courses in Australia.


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Case Studies