A Connectivist Perspective of the Transition from Face-to-Face to Online Teaching in Higher Education

Abstract

Abstract-Existing research shows a slow transition to online education by many university teaching staff. A mixed methods approach is used to survey teacher educators in three jurisdictions in the UK who have made the transition to online teaching, followed by focus group and individual interviews to triangulate the data. The eight tenets of connectivism are used as a lens for analysis. Findings reveal sound pedagogical reasons for the limited choice of online tools and tutors highlight two elements, namely, selffulfilment and their desire to continually develop as an educator, as the rationale for adopting informal professional development in the 21 st century.

Transforming Future Teaching through ‘Carpe Diem’ Learning Design

“…A key challenge for staff development is the ever-increasing importance of multiple technological and pedagogy skills, knowledge and experience required in the successful implementation of learning design [50,51]. The productive and creative design and development of learning with technology requires educators to be multi-talented, or to unbundle faculty roles and responsibilities in order to gain expert input in online course development [52,53], both of which present serious challenges to institutions.…”

The Intersection of Online and Face-to-Face Teaching: Implications for Virtual School Teacher Practice and Professional Development

“…They also are typically conducted with a small sample of participants or designed to provide frameworks for transferring face-to-face instructional practices into the online learning environment (Cowan, Neil, & Winter, 2013;Schmidt, 2006;Sugar, Martindale, & Crawley, 2007;York, Yank, & Dark, 2007). Through an in-depth, single-site case study, Mitchell (2009) analyzed changes in organizational culture when a community college moved courses and programs online.…”

Conocimientos del tutor en línea en una universidad pública mexicana: Modelo TPACK (Online tutor’s knowledge in a mexican public university: TPACK Model)

“…Por su parte, Benson y Ward concluyen que los tutores que son capaces de expresar explícitamente su comprensión y aplicación de CP tienen más posibilidades de demostrar la integración de CTPC. Por su parte, Anderson et al, (2013) así como Cowan, Neil & Winter (2013) mencionan que, para los tutores en línea, lo importante no son los contenidos, sino los aspectos pedagógicos relacionados con la forma en que se enseñan esos contenidos.…”