Designing the professional development of staff for teaching online: an OU (UK) case study

Macdonald, Janet; Poniatowska, Barbara

doi:10.1080/01587919.2011.565481

Cited by 59 publications

(30 citation statements)

References 5 publications

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“…What may seem obvious to online instructors, faculty training should emphasize the pedagogical aspects of teaching online rather than the technical; in other words, faculty should learn why they use the technology rather than how they use it (MacDonald & Poniatowska, 2011). This theme resonates throughout the literature.…”

Section: Online Faculty Developmentmentioning

confidence: 96%

Teacher as Student: Lessons Learned in an Online Teaching Fellows Program

Kinnie

2012

Journal of Library & Information Services in Distance Learn

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This article explores various models of online faculty development programs as described in the literature, and finds that they fall into a wide range of models from those that are highly structured to more organically grown examples. The Online Teaching Fellows program at the University of Rhode Island is shown to be an example of an internally-created course that follows best practices of both the structured and organic models. The author's experience as a participant in the course is described illustrating how the lessons learned informed his strategies for effective teaching in an online credit course in information literacy.

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Section: Online Faculty Developmentmentioning

confidence: 96%

Teacher as Student: Lessons Learned in an Online Teaching Fellows Program

Kinnie

2012

Journal of Library & Information Services in Distance Learn

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“…The increasing workload of school administrators and the absence of attendance obligation to the courses in postgraduate programs may limit the professional development efforts of the school administrators (Jong et al, 2013;Kesim, 2009). The most important and best characteristic of WBL, which is a different perspective of learning, is that it can provide solutions to these problems and provide individuals with special needs or family responsibilities who cannot grow away from the place of duty with educational and professional development (MacDonald et al, 2001;MacDonald & Poniatowska, 2011) because the effectiveness of each training activity is associated with compliance with individuals' physiological, psychological and social features (Yazar, 2012).In addition to benefits of WBL, there are also various problems and concerns. For instance, failure in making the necessary preparations for the planning of the programs to be organized for training administrators, insensitivities for the change in instructors' roles, poor quality in training, uncertainties in the use of resources and materials, lack of the required technical expertise and the uncertainty of access to technical support are main concerns.…”

mentioning

confidence: 99%

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

Karabatak¹,

Turhan²

2017

Pegegog

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Original Title of Article:Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning Turkish Title of Article:Web tabanlı problem temelli okul yöneticisi eğitim programının uygulamadaki etkililiği ve katılımcıların web tabanlı öğrenmeye yönelik tutumlarına etkisi The aim of this study is to determine the effectiveness of a web-based problem-based school administrator training program (WB-PBSAT) in practice and the effect of training on participants' attitudes towards web based learning. Mixed method approach was used in this study. While the quantitative dimension of the study was conducted within the framework of one group pre-test post-test experimental design, focus group interviews was performed in the qualitative dimension. Participants of the experimental and the control groups were determined by purposive sampling. Attitudes Toward Web-Based Learning (ATWBL) Scale was used to determine the participants' attitudes towards web-based learning, and the Program Assessment Scale was used to evaluate the training process. According to the findings it was concluded that the training process positively affected the attitudes of the participants towards web-based learning and training process has also provided significant contributions to participants' establishing the link between theory and practice and self-directed learning. Based on these results, some suggestions for educational policy makers and practitioners were developed for the use of a web-based problem-based learning in school administrators' pre-service and in-service training programs. 664 IntroductionThe problems related to training of school administrators are largely due to the program and course contents (Coffin, 1997;Donaldson, 2008;Drago-Severson, Asghar, Blum-DeStefano, & Welch, 2011;Hoff, Yoder, & Hoff, 2006;Petzko, Clark, Valentine, & Hackmann, 2002; Young, Crow, Murphy, & Ogawa, 2009, p. 4) or the methods and techniques used in the training process (Ağaoğlu, Gültekin, & Çubukçu, 2002; Celep, Ay, & Gögüs, 2010;Copland, 2000;Çelik, 2002; Hallinger, 2005, pp.211-212;Korkmaz, 2005;Oyman & Turan, 2014;Özmen, 2002;Recepoğlu & Kılınç, 2014; Şişman & Turan, 2002;Yavaş, Aküzüm, Tan, & Uçar, 2014; Young et al., 2009, p. 14). In particular, the fact that the programs organized for the professional development of school administrators are mainly based on theoretical knowledge, develops only the theoretical knowledge of the administrators and undermines their implementation aspects (Ağaoğlu et al., 2002;Chapman, 2005;Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007;Hallinger & Lu, 2011;Şimşek, 2002;Versland, 2013;Yan & Catherine Ehrich, 2009). Thus, theoretically gained knowledge may fail to resolve (be able to resolve) many administrative problems occurring in the administration process (Bridges & Hallinger, 1995Hallinger, 1992Hallinger, , 1999. Therefore, the use of effective methods and techniques-for individuals who are different from each other in ever...

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“…These professional development programs should help faculty develop skills to cope with students' challenging abilities to engage in more informal learning opportunities outside the classroom. However, higher education institutions offer faculty opportunities to develop those skills usually as workshops that favor a technological exploration of certain tools, but neglect their pedagogical use (Daniel, 2012;Herman, 2012;Macdonald & Poniatowska, 2011;Salmon & Wright, 2014). In addition, faculty shows some resistance as regards attending training workshops because they usually represent increasing academic responsibilities and inadequate time allowance and incentives (Allen, Seaman, Lederman, & Jaschik, 2012;McQuiggan, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…For example, reflecting on the ways to use a blog to teach a concept or to develop a skill such as identifying the main idea of a text. Our professional development program takes participants from a techno-centric focus to a knowledge-centric focus and seeks to be a successful, outcome-driven professional development opportunity exploring the process participants undertake to develop the skills necessary to teach in online and blended learning environments, also called e-moderation competencies (Figg & Jaipal, 2012;Macdonald & Poniatowska, 2011;Salmon, 2011).…”

Section: Introductionmentioning

confidence: 99%

E-moderating and E-tivities: The Implementation of a Workshop to Develop Online Teaching Skills in In-service Teachers

Hoyos¹,

Cano²

2016

PROFILE

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This paper reports the experience of implementing a teacher's professional development strategy that sought to foster e-moderator competencies among language faculty at a Colombian public university. The study aimed at finding the extent to which participants understood the concepts of e-moderation and e-tivities. We analyzed the participants' performance in three different tasks to give account of the incorporation of the concepts. The results from the analysis of the tasks showed that participants understand online processes, they have some technical skills and they have many personal characteristics that will help them become e-moderators.Key words: E-moderation, e-moderator, e-tivity, foreign language teaching, higher education, online course, teacher's professional development.En este artículo se reporta la experiencia de implementación de una estrategia de desarrollo profesional docente que tuvo como objetivo la adquisición de competencias en moderación en ambientes virtuales de aprendizaje de profesores de lengua extranjera en una universidad pública colombiana. Se buscó identificar hasta qué punto los participantes en el curso incorporaron los conceptos de e-moderación y de e-actividad en su repertorio pedagógico por lo que se analizó el desempeño de los participantes en tres tareas diferentes. Los resultados muestran que los participantes comprenden los procesos de educación en línea, poseen habilidades técnicas básicas y tienen características personales que les ayudarán a convertirse en e-moderadores.Palabras clave: curso virtual, desarrollo profesional docente, e-actividades, educación superior, e-moderación, e-moderador, enseñanza de lenguas extranjeras.

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Designing the professional development of staff for teaching online: an OU (UK) case study

Cited by 59 publications

References 5 publications

Teacher as Student: Lessons Learned in an Online Teaching Fellows Program

Teacher as Student: Lessons Learned in an Online Teaching Fellows Program

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

E-moderating and E-tivities: The Implementation of a Workshop to Develop Online Teaching Skills in In-service Teachers

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