Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers

Baran, Evrim; Correia, Ana‐Paula; Thompson, Ann D.

doi:10.1080/01587919.2011.610293

Cited by 440 publications

(347 citation statements)

References 34 publications

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“…Interaction and its impact on motivation has been the object of mixed-method (Murphy et al, 2011) and qualitative (Xiao, 2012) studies, reviews (Baran, Correia & Thompson, 2011) and reflective accounts (Legg & Knox, 2012). One recurrent aspect in these contributions is tutors" motivating characteristics and roles.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivating factors in online language teacher education in southern Argentina

Banegas

Busleimán²

2014

Computers & Education

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Note: This version is NOT the version finally published. This manuscript is unedited and unformatted. Motivating factors in online language teacher education in southern Argentina AbstractOnline teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with limited face-toface training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enroll and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey (n=71) and participated in a followup interview (n=24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants" experiences challenged collaborative learning in an online environment.

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Section: Literature Reviewmentioning

confidence: 99%

Motivating factors in online language teacher education in southern Argentina

Banegas

Busleimán²

2014

Computers & Education

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“…These opportunities enabled debate and discussion of ideas and a deeper engagement through this interactive participation than could be developed without peer interaction. From a teaching perspective, observations from the interviews and noted by others (Bower, Kenney, Dalgarno, Lee, & Kennedy, 2014), successful online synchronous sessions require appropriate use of support staff, extensive preparation, clear instructions and skilled facilitators (Baran, Correia, & Thompson, 2011). The importance of such issues is not always well understood by University management who often view online courses as a cheaper alternative to traditional classroom methods, which can undermine claims for the resources required to develop and maintain high quality sessions.…”

Section: Discussionmentioning

confidence: 99%

Beyond Coursework: Developing Communities in an Online Program of Study

Oakman

2016

JITE:IIP

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The nexus between paid work and study is important. Developing opportunities to facilitate this link is a key part of good course design especially in postgraduate programs. Strong communities of practice can also assist with improving links between research and practice. The online study environment affords some challenges to achieving these goals. The current study proposes that offering formalised interaction points-synchronous or asynchronous-during online study, is critical to facilitating the link between work and study. Twenty-five graduates of a postgraduate program were interviewed to explore their experiences of an online program of study. Three key themes emerged and are described in this paper: engaging with study, building a new framework for my practice, and implementing changes to my practice. Online learning programs need to embed opportunities for interaction that are meaningful and allow for development of ideas and discussion, aiming to take learning beyond the program of study.

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“…We have found that the development of online coursework and management of asynchronous interaction with students in course delivery place significant demands on faculty time (Spector, 2005). Further, research on online teaching indicates that teachers take on multiple roles that encompass those of instructional designer and facilitator in addition to carrying out managerial, technical, and pedagogical tasks (Baran, Correia, & Thompson, 2011). These authors comment that teachers moving from traditional to online classrooms face "constant challenges of finding their teacher-self" (p. 435), and recommend critical reflection as an essential part of the transformational process.…”

Section: Afterwordmentioning

confidence: 99%

“I Prefer Face-to-Face”: Comedic Moments in Teaching On-line

Roulston¹,

deMarrais²

2017

Art/Research International

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This script presents comedic moments experienced by professors teaching online. We examine instructor experiences of the "wheel of death," the "hermeneutic circle of support," the phenomenon of students taking coursework for purposes of convenience, instructors' felt needs to always be at others' service 24/7, and how instructors respond to students' self-evident questions. In this short scene about learning to teach online, all characters appearing are fictitious. We share this with others because we argue that comedy is an effective way to respond to some of the challenges we have faced in learning to teach online.

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Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers

Cited by 440 publications

References 34 publications

Motivating factors in online language teacher education in southern Argentina

Motivating factors in online language teacher education in southern Argentina

Beyond Coursework: Developing Communities in an Online Program of Study

“I Prefer Face-to-Face”: Comedic Moments in Teaching On-line

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