Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Kristin Koepke ◽  
Alexander O’Brien
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Pedagogical Practices ◽  
Phase Iii ◽  
Instructor Training ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
University Of Wisconsin ◽  
The University ◽  
Online Instructor

An Online Instructor Training program at the University of Wisconsin-La Crosse provides a three-week asynchronous training, focused on design, delivery, and facilitation of online courses. OIT trainees from 2010 and 2011 participated in a three-phase evaluation of the OIT. In Phase I, common conceptions (myths) about online education were assessed both pre and post OIT. In Phase II, trainees provided data about how OIT influenced the implementation of new pedagogical strategies in their online courses, as well as in their face-to-face courses. In Phase III, trainees provided additional in-depth qualitative data about the pedagogical themes that surfaced in their courses as a result of the OIT. Results indicate that OIT significantly changed trainees’ beliefs about some common conceptions (myths) of online education, and that OIT led to a significant increase in the implementation of 21 of 21 pedagogical strategies in online courses, and 5 of 21 pedagogical strategies in face-to-face courses.

scholarly journals A New Frontier: Incorporating Copyright into Distance Education

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rachel Becker ◽  
Shauna Borger Edson
Keyword(s):  
Online Education ◽  
Copyright Law ◽  
Fair Use ◽  
Online Instructors ◽  
Face To Face ◽  
University Of Wisconsin ◽  
Library Resources ◽  
Face To Face Instruction ◽  
Online Library ◽  
The University

Copyright law and fair use have evolved over time to allow educators to use materials in the classroom for face to face instruction. Online instruction has opened up many new possibilities for both students and faculty. However, it has created new areas for copyright infringement to occur, both unintentionally and otherwise. This poster will show how the University of Wisconsin-Parkside Library is making it easier for online instructors to use library resources in their courses. Key components include: instruction on copyright law for new online instructors, online library copyright guide, and our new streaming media policy. This poster will offer some tips on how the library can build copyright into distance and online education programs and make copyright understandable.

Designing Effective Online Instructor Training and Professional Development

2012 ◽  
pp. 1-25 ◽  
Author(s):  
Jennifer R. Banas ◽  
Angela Velez-Solic
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Instructor Training ◽  
Online Instructors ◽  
Effective Training ◽  
Instructional Design Principles ◽  
Online Instructor

There are many ways to deliver engaging, effective, and efficient online instruction, but most higher education instructors do not know how. So while the demand for online learning has drastically increased, the efficacious training of instructors into how to deliver online courses lags far behind. In this chapter, the authors demonstrate how adult learning and instructional design principles, coupled with known best practices for online teaching, can facilitate the design of effective training and professional development for online instructors. Case study examples are used to illustrate key concepts, and a sample outline for training is offered. Administrators and trainers of online instructors will form the primary audience; other stake holders in online education will benefit as well.

Designing Effective Online Instructor Training and Professional Development

2014 ◽  
pp. 732-756
Author(s):  
Jennifer R. Banas ◽  
Angela Velez-Solic
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Instructor Training ◽  
Online Instructors ◽  
Effective Training ◽  
Instructional Design Principles ◽  
Online Instructor

There are many ways to deliver engaging, effective, and efficient online instruction, but most higher education instructors do not know how. So while the demand for online learning has drastically increased, the efficacious training of instructors into how to deliver online courses lags far behind. In this chapter, the authors demonstrate how adult learning and instructional design principles, coupled with known best practices for online teaching, can facilitate the design of effective training and professional development for online instructors. Case study examples are used to illustrate key concepts, and a sample outline for training is offered. Administrators and trainers of online instructors will form the primary audience; other stake holders in online education will benefit as well.

Synchronous and Asynchronous Tools Optimizing Online Learning in the English-Speaking Caribbean

2016 ◽  
pp. 138-165 ◽  
Author(s):  
Paulette Stewart
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Mode Of Delivery ◽  
Pedagogical Practices ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
English Speaking ◽  
The University ◽  
Open Campus

This chapter examines the effectiveness of asynchronous and synchronous tools used in the online education program at The University of the West Indies Open Campus which is located in the English-speaking Caribbean. The students are adults who are self-directed, goal-oriented and self-motivated learners and are used to the face-to-face mode of delivery. Developers of online programs have applied these learner characteristics to online learning to facilitate students' success. At first, asynchronous tools such as forums were used to deliver online education at The UWI, Open Campus, but in recent time synchronous tools such as Blackboard Collaborate has emerged and has revolutionized online learning in that they provide more scope for e-tutor and student engagement and teacher immediacy. The blend of both synchronous and asynchronous tools has changed e-tutors' pedagogical practices, and enhanced learning.

scholarly journals Into the Contact Zone: A reflective evaluation of open online digital curation education

2017 ◽  
Vol 12 (1) ◽  
pp. 106-116
Author(s):  
Jenny Bunn ◽  
Ed Pinsent
Keyword(s):  
Online Education ◽  
Contact Zone ◽  
Online Courses ◽  
Reference Model ◽  
Two Dimensions ◽  
Face To Face ◽  
Digital Curation ◽  
University College London ◽  
Reflective Evaluation ◽  
The University

This article focuses on two UK based online courses in the field of digital curation and preservation; Introduction to Digital Curation, run by University College London, and The Beginner’s Guide to the OAIS Reference Model Course, run by the University of London Computer Centre. The courses are considered not against the frame of MOOCs (Massive Open Online Courses) as a revolutionary force in education, but against the metaphor of the ‘contact zone’ (adopted from the work of Costis Dallas (2015)), as part of the ongoing development and establishment of digital curation as a field of study. Two dimensions of difference are examined; firstly that between face to face and online learning, and secondly that between different groups of learners (such as current professionals and future professionals).  It concludes that open online education is best seen as a contact zone less in the sense of being the teaching of a professional field of practice and more in the sense of advocacy and the provision of informative resources and enlightening experiences that pique the interest, increase awareness and most of all, make contact.

Massive Online Open Course Assisted Mechatronics Learning

2015 ◽  
pp. 245-268 ◽  
Author(s):  
Bo Xing
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Course Structure ◽  
Face To Face ◽  
Learning Modalities ◽  
Learning Content ◽  
Education Environment ◽  
Massive Online Open Course ◽  
Face To Face Learning

Massive open online courses (MOOCs), also known as kind of free and accessible online education environment, have been deeply appeals to people and broadly covered in different medium. Nowadays, it seems MOOCs are everywhere. Originally, MOOCs are designed to offer learning content to the participants who do not have an adequate educational infrastructure, or where cost has become a barrier to educational access. However, as the MOOCs become more popular, an important question need to be asked: how do traditional face-to-face learning students benefit from MOOC environments as well? This chapter introduces MOOCs as an assistant platform to rebuild the course structure in order to tie education more closely to work. The major advantage of this hybrid teaching and learning model is that it is flexible as it allows students to work through materials at their own pace and at a time that is most convenient to them. Although the successful integration of such different teaching and learning modalities is a big challenge, the presented case study and the preliminary experimental results demonstrated the effectiveness of the proposed hybrid methodology.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Re-Purposing MOOCs and OER for Academic Credit in the UK Using a Flexible Work Based Learning Program at an English University

2016 ◽  
pp. 121-143
Author(s):  
Jon Talbot
Keyword(s):  
Online Courses ◽  
Rapid Development ◽  
Open Educational Resources ◽  
Pedagogical Practices ◽  
Flexible Work ◽  
Learning Program ◽  
Learning Framework ◽  
The Uk ◽  
The University ◽  
First Time

The rapid development of open educational resources (OER) and massive open online courses (MOOCs) has resulted for the first time in high quality higher education learning materials being freely available to anyone in the world who has access to the internet. While the emphasis in the literature is principally upon such matters as technology and cost pressures, rather less attention has been paid to ways in which pedagogical practices can be adapted to address these changes. This chapter reports on a UK university where innovative pedagogical practices have developed over a twenty-year period, which enables such adaptation. The development of a flexible work based learning framework enables the exploitation of these developments for the benefit of learners, tutors, and the university. The case study also highlights the importance of quality assurance and cost as key to competitive advantage in an increasingly globalised context.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

scholarly journals Az online oktatás könyvtári támogatása a Szegedi Tudományegyetemen

2021 ◽  
Author(s):  
Tiffany Fülöp ◽  
Gyula Nagy
Keyword(s):  
Online Education ◽  
General Education ◽  
Information Science ◽  
Online Courses ◽  
Learning Material ◽  
Electronic Learning ◽  
E Learning ◽  
Electronic Teaching ◽  
Education Platform ◽  
The University

Fortunately, the forced change to online education required by the pandemic situation did not caught the University of Szeged completely unprepared. Our institution has a long tradition of using electronic teaching materials in various projects and situations. One of the most important tool is the SZTE Repository of Educational Resources, operated by the Klebelsberg Library, which stores almost 4,500 electronic learning material and it has more than 1 million downloads. In the first part of our study, we show our experiences gained during the development and running of the database. In the second part, we would like to talk about the development of an online education platform (https://edu.ek.szte.hu). It has launched last year and we presented here our first e-learning course, ‘Introduction to library and information science’. This course was previously held-in-person by the library staff to hundreds of students per semester at the university as a general education course. Redesigning the course took several months. During this time, we had to face several technical and education-related issues and questions which gave us the experience and the necessary knowledge about the methods of switching from classroom teaching to online courses.

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