BibSonomy publications for /author/Hadjithoma-GarstkaThu Aug 11 00:00:00 CEST 2011J. Comp. Assisted Learning4314-323Providing a platform for parents? Exploring the nature of parental engagement with school Learning Platforms.272011dblp Tue Dec 08 02:16:46 CET 2009York, UKTransforming Higher Education through Technology-Enhanced LearningThe role of research in institutional transformation2009education In the public statements of research-led universities the idea that there is a strong link between research and practice is either taken as axiomatic or, at the very least, as a goal to be achieved. However, there are those who argue that there is little connection between research and teaching, or that the relationship may actually be antagonistic, or that in the changing university we must face a more complex world with a range of kinds of research with different forms of relationship to teaching, and a variety of teaching paradigms implying different relationships between research and teaching (see for example the range of contributions in Barnett 2003). There have long been those who have pointed to the difficulty faced by academics in trying to maintain commitment to both teaching and research, seeing them as competitors for time and resource rather than as complementary aspects of scholarly endeavor (Fox 1992).Fri Dec 04 16:31:37 CET 2009York, UKTransforming Higher Education through Technology-Enhanced LearningThe role of research in institutional transformation2009institution institutionalchange jls10 learning practice research teaching theory In the public statements of research-led universities the idea that there is a strong link between research and practice is either taken as axiomatic or, at the very least, as a goal to be achieved. However, there are those who argue that there is little connection between research and teaching, or that the relationship may actually be antagonistic, or that in the changing university we must face a more complex world with a range of kinds of research with different forms of relationship to teaching, and a variety of teaching paradigms implying different relationships between research and teaching (see for example the range of contributions in Barnett 2003). There have long been those who have pointed to the difficulty faced by academics in trying to maintain commitment to both teaching and research, seeing them as competitors for time and resource rather than as complementary aspects of scholarly endeavor (Fox 1992).