Empowering Teachers for Innovations: The Case of Online Teacher Learning Communities

Jong, Onno De

doi:10.4236/ce.2012.38b026

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…These responses from participants indicated that, although the schools did not have ICT specialists, the organisation which provided the new technology provided extensive service to the schools. The participants' satisfaction finds a resonance in the studies by Donaldson and Knupfer (2002) and Jong (2012) in a different context, who found that support from experts created a comfortable environment for teachers using technologies in their regular teaching and learning. However, in the case of Dhaulagiri School, the participants were critical.…”

Section: Support For Teachersmentioning

confidence: 97%

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms

Rana

Greenwood

Henderson

2021

Technology, Pedagogy and Education

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This article reports on teachers' experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers' perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations (NGOs) to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal's attempts to operate on a global educational level and the challenges for teachers.

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Section: Support For Teachersmentioning

confidence: 97%

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms

Rana

Greenwood

Henderson

2021

Technology, Pedagogy and Education

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“…Cultural habits, scholarly practices, and school cultures may be widely diverse and disconnected, not to mention individual characteristics and experience. As de Jong [6] shows, teachers are motivated to share reflections with other teachers in international contexts and collaborate with them towards innovative practices. However, online team interaction is not always easy, given the cultural diversity of participants and facilitators and their differing levels of confidence and different habits in using online communication strategies.…”

Section: Introductionmentioning

confidence: 99%

Developing Online Interaction and Shared Commitment in Virtual Project Teams

Vesala-Varttala¹,

Morgado²

2022

EDULEARN Proceedings

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The Covid pandemic has led to an increase in diverse forms of Virtual Exchange (VE) to nurture interuniversity and university-stakeholder networks and to encourage cross-border innovation in virtual project teams. The success of such virtual collaboration projects and initiatives depends on how well the participants manage to build an encouraging team atmosphere and a sense of shared commitment to goals and tasks. This, in turn, is affected by the quality of the online interaction between project facilitators, virtual team leaders and team members, and potential external stakeholders.This research was carried out in collaboration with two European applied research projects, Learn to Change and VALIANT, focused on developing digital interaction and co-learning in virtual teams and stakeholder networks. In this presentation, we explore the experiences of project facilitators, team leaders, and team members during a 7-week VE project and discuss how they, in their respective roles, can contribute to the quality of online team interaction in an international VE context. The data was gathered via critical friend observations and discussions between higher education teachers acting as project facilitators and researchers and via semi-structured interviews with in-service primary school and English teachers who participated in the VE project.The results underline the need to support VE facilitators, team leaders, and team members in actively contributing to the creation of a positive and trusting team atmosphere through both formal and informal interaction. In their role as team leaders, participants felt the need for encouragement and strategies for team building, role distribution, and participation. As team members, participants expressed the importance of sharing not only professional but also personal and cultural experiences. They also appreciated continuous leadership on the part of project facilitators and team leaders and valued the hands-on support they got from both VE colleagues and local colleagues, external to the VE project, when engaging with their co-learning goals and tasks. To foster shared commitment in virtual teams, we propose practical forms of online interaction that support VE project facilitators, team leaders and team members to share responsibilities of team building and co-learning, to foster commitment to team goals and tasks, and to collaborate with relevant stakeholders outside of the immediate VE context.

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“…A pillar of online teaching quality proposed by the Online Learning Consortium (OLC) is "faculty (being) pleased with teaching online, citing appreciation and happiness" (Moore, 2005, 2). Despite advancing technology, proliferation of personal devices that can be adapted for online learning, and institutional pressure to offer online courses, many instructors resist the transition to teaching online (Mitchell, Parlamis & Claiborne, 2015;De Jong, 2012). While many factors contribute to instructors' resistance to change, it is important to understand the specific aspects of the job that influence an instructor's satisfaction and motivation to teach in an online format.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Instructor Satisfaction and Motivation in Online Teaching Environments: A Job Design Framework

Friedman¹,

Bonzo²,

Ketcham³

2017

brcacadje

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Research that compares online and traditional classroom instruction is plentiful but focuses mostly on student satisfaction and learning outcomes. Despite advancements in online learning management systems, proliferation of personal devices adapted for online learning, increasing demand for flexible degree programs, and institutional pressure to offer more online courses, many instructors resist the transition to teaching online. Research that addresses instructors' satisfaction and motivation to teach online is therefore important. Few models link satisfaction to the work characteristics or provide suggestions for improvement. We propose that the nature of the work itself influences instructor satisfaction and motivation to teach online. We therefore evaluate online instructor satisfaction and motivation using the well-accepted core characteristics job design model (Hackman, Oldham, Janson, & Purdy, 1975), and offer job design prescriptions that increase instructor satisfaction and motivation to teach online.

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Empowering Teachers for Innovations: The Case of Online Teacher Learning Communities

Cited by 6 publications

References 14 publications

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms

Developing Online Interaction and Shared Commitment in Virtual Project Teams

Instructor Satisfaction and Motivation in Online Teaching Environments: A Job Design Framework

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