The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations

Abstract

The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers' interpretations of teaching-learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants' interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants' interpretations of teaching-learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.

Facilitation Directions in Studying Humanities by Medical Students

“…Teachers themselves have to be personally and professionally fit for educational technologies. If teachers were divided into such types as a content-focused teacher' and a learning-focused teacher [7], it is the second type that we deal within this article. It means that, first of all, a teacher needs to change his/her position from a knowledgetransmission view to a learning-view of teaching.…”

Engaging online students by activating ecological knowledge

“…Thus, to deliver content effectively, instructors must adapt their approaches in accordance with research‐based methods deemed successful for online instruction (Crawford‐Ferre & Wiest, 2012; Schrum, Burbank, Engle, Chambers, & Glassett, 2005). Successful online instruction is best achieved when the instructor assumes the role of a facilitator, thereby guiding the students’ learning experiences (Berge, 1995; Crawford‐Ferre & Wiest, 2012; Slavich & Zimbardo, 2012; Vilppu, Södervik, Postareff, & Murtonen, 2019). This strategy shifts the emphasis of online curriculum development from content‐focused to learning‐focused (Slavich & Zimbardo, 2012; Vilppu et al., 2019).…”

“…The purpose of learning‐focused curriculum is to facilitate students’ deep learning process by directing them in activities to help build their knowledge (Postareff & Lindblom‐Ylӓnne, 2008; Trigwell, Prosser, & Waterhouse, 1999). In the online environment, instructors should not merely transmit knowledge through passive learning activities such as reading or watching video lectures, where students learn mainly by receiving information (Dixson, 2010; Vilppu et al., 2019). Rather, in addition to passive learning activities, effective online teaching must include the promotion of active, self‐regulated learning (Vermunt, Vrikki, Warwick, & Mercer, 2017).…”

“…Rather, in addition to passive learning activities, effective online teaching must include the promotion of active, self‐regulated learning (Vermunt, Vrikki, Warwick, & Mercer, 2017). Instructors should initiate and guide the students’ deep learning processes so they are encouraged to actively construct their own understanding (Vilppu et al., 2019). Active learning is achieved when the students apply the information they have learned (Meyers & Jones, 1993; Slavich & Zimbardo, 2012).…”

“…Instructors should initiate and guide the students' deep learning processes so they are encouraged to actively construct their own understanding (Vilppu et al, 2019). Active learning is achieved when the students apply the information they have learned (Meyers & Jones, 1993;Slavich & Zimbardo, 2012).…”