Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer

Abstract

Instructing online has become an increasingly common aspect of a university lecturer’s role. While research has developed an understanding of the student learning experience, less attention has been paid to the role of the lecturer. This study observed the practice of university lecturers teaching in a range of undergraduate degree programmes in the United Kingdom. The lecturers’ purpose, pedagogy, and philosophy emerged in the dialogic patterns of the online space. Practice was shaped by the lecturers’ epistemological positioning and their cultural values and beliefs. The practice, which was observed across different modules, reflected the different positions lecturers took when they approached online teaching. The research highlights the way in which a lecturers’ purpose, pedagogy, and philosophy are reflected in their online facilitation.

Etiquette of Virtual Learning; Tips to Ensure Effective Learning for Medical Students

“…Discussions are best to be centered around a collaborative constructivist approach; inviting students' responses after introducing a new concept and adding new thoughts (Coker, 2018). On the other hand, overly outspoken students need to be asked by the educators to wait for other participants contributions (Berge, 2008).…”

“…Meanwhile, they need to provide direction, and encourage the students to participate in the discussion (Abdous, 2011). Each student needs to be supported by valuing their participation (Coker, 2018).…”

Administering Classes in Virtual Learning Environment: Facilitations, Principles, Educators’ Roles and Interactions

“…In this facilitation, educators must make it clear that students' participation, their level of contributions, interactions anddeadlines are highly valued. Considering a wellplannedicebreaker activities, presenting an introductory video, interaction in theearly start of discussions are paths to gain good results (Coker, 2018;Peacock & Cowan, 2019). Try to strictly follow the divisional guidelines for schedule.…”

“…Following this, he then quoted Rohfeld & Hiemstra (1995) that it is the duty to keep the discussions' progress going, add supporting insights, construct the students' discussion thread and course components, and create harmony in discussions. A model proposed by Coker (2018) to lead how online teachers should facilitate online discussions with three foci: knowledge, affect, and dialogue.…”

“…Try to create lively online learning by offering some opportunities for reading, research, online discussions and journaling (American Shanghai School, 2020). h) Designing Collaboration and Groupwork Coker (2018) mentioned that it is necessary to consider designing group work for online learning. Since VLE is quite different from traditional classroom, Gómez-Rey et al ( 2018) and Trammell & LaForge (2017) mentioned that larger groups than usual needed to be designed since absence would bring a bigger impact on the online learning process.…”