Using reflective diagrams in professional development with university lecturers: A developmental tool in online teaching

Maor, Dorit

doi:10.1016/j.iheduc.2006.03.005

Cited by 18 publications

(8 citation statements)

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“…Unlike in higher education where research has shown the need to adequately train instructors to effectively teach online (Maor, 2006), secondary e-learning remains in its infancy. Many school districts, like the one in this study, see potential in online education and create programs with the assumption that the traits that make teachers and students successful in the classroom will translate to e-learning.…”

Section: Discussionmentioning

confidence: 99%

“…Research from higher education suggests that many instructors often have adverse initial reactions to teaching online, particularly if they feel uncomfortable with technology, and that teaching online actually involves more instructional time than teaching in the classroom (Maor, 2006;Tomei, 2006). However, studies of secondary elearning suggest that teacher interaction is instrumental to students' success in their online courses (Journell, 2008;Herring & Clevenger-Schmertzing, 2007;Kapitzke & Pendergast, 2005;Tunison & Noonan, 2001).…”

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confidence: 99%

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Perceptions of e‐learning in secondary education: a viable alternative to classroom instruction or a way to bypass engaged learning?

Journell

2010

Educational Media International

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This manuscript uses interview data collected during a qualitative study in 2007 of a secondary US history elearning course. The teacher, Mr. Harding, and 11 of the 13 students in the class were interviewed about their general perceptions of e-learning and the ability to effectively learn content online. The findings of the study show that nearly all participants maintained a belief that e-learning was best used for information transmission and rote memorization rather than active or social learning. Further, Mr. Harding seemed to characterize elearning students as uninterested in engaging in social interaction online, a perception that was refuted, at least partially, by his students. The manuscript concludes with a discussion of the findings and implications for secondary e-learning programs.Keywords: e-learning; secondary education; perceptions Abstract:Since the development of the first correspondence courses in the late nineteenth century,

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Perceptions of e‐learning in secondary education: a viable alternative to classroom instruction or a way to bypass engaged learning?

Journell

2010

Educational Media International

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“…Phelps [92] investigated the use of complexity theory which is non-linear, stresses meaning in context, and uncertainty in causality; this is seen as a more representative learning theory since real life is not ordered or logically structured. The social constructivist theory of learning was applied to understanding the professional development of traditional lecturers adjusting to the online mode of learning [93]. Although never applied (so far) to faculty development conducted in an online setting, perhaps the Community of Inquiry model [94] may provide intriguing insights into how faculty persons learn in an online class by understanding cognitive, teaching, and social presence in the online course they are learning in and the online course they are teaching.…”

Section: Other Theoriesmentioning

confidence: 99%

An Analysis of the Research on Faculty Development for Online Teaching and Identification of New Directions

Meyer

2013

OLJ

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This article presents the results of an extensive review of the published literature on faculty development for online teaching. This review included 68 articles and five books, which were reviewed to identify elements of the training and the findings (e.g., theoretical bases, training aims and organization, content of training, nature of sample (number and type of participants), outcome measures used). The emphasis was not on the recommendations of the authors, but the methods of arriving at the findings. The review produced seven insights, from the importance of basing faculty development on theory, the frequency of publications that present models of faculty development for online teaching, the need to disentangle treatments, the need for rigorous evaluations, and the importance of considering individual faculty differences, designing and evaluating faculty development with specific outcome measures, and considering cost (either cost-efficiency or cost-effectiveness) when evaluating faculty development programs.

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“…Technological support is important (Ivankova & Stick, 2007;Li et al, 2012); students find underperforming technology to be extremely frustrating (Northrup, 2002), which in turn may lead to disengagement (Michael, 2012). However, there is much support for the contention that interaction with the instructor is the most important institutional factor fostering student engagement (Arbaugh, 2005;Chickering & Gamson, 1999;Dixson, 2010;Gorsky & Blau, 2009;Junk et al, 2011;Kuh, 2003;Li et al, 2012;Maor, 2006;Nandi, Hamilton, Chang & Balbo, 2012;Northrup, 2002) and is the most significant factor influencing academic performance (Agudo-Peregrina, Iglesias-Pradas, Conde-Gonzalez & Hernandez-Garcia, 2014). Among the range of interactions, the promptness of the feedback from the instructor is particularly important (Ivankova & Stick, 2007;Junk et al, 2011;Krause, 2005;Revere & Kovach, 2011).…”

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confidence: 99%

The perils of a lack of student engagement: Reflections of a “lonely, brave, and rather exposed” online instructor

Stott¹

2014

Brit J Educational Tech

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Wholly online presentation of courses is becoming increasingly common, but poor levels of student engagement pose challenges to institutions, instructors and students. In this paper, I explore the risks arising from those challenges using an analysis of the presentation of a wildlife management course as a model, comparing data about levels of student engagement with assessments of students, the instructor and the course. My findings are consistent with the assertion that, for this course, there were risks of poor grades for students and risks of poor student evaluations for the online instructor; risks that can be minimised using recent findings about the factors leading to poor engagement.

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Using reflective diagrams in professional development with university lecturers: A developmental tool in online teaching

Cited by 18 publications

References 9 publications

Perceptions of e‐learning in secondary education: a viable alternative to classroom instruction or a way to bypass engaged learning?

Perceptions of e‐learning in secondary education: a viable alternative to classroom instruction or a way to bypass engaged learning?

An Analysis of the Research on Faculty Development for Online Teaching and Identification of New Directions

The perils of a lack of student engagement: Reflections of a “lonely, brave, and rather exposed” online instructor

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