You are here:

Becoming an Online Teacher: An Analysis of Prospective Online Instructors’ Reflections
PROCEEDING

, , , Boise State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

Effective online teaching requires instructors to develop knowledge and new skills conducive to creating meaningful and successful learning experiences for online students This exploratory case study examined 34 prospective online instructors’ reflections on their development of online teaching expertise at the end of a graduate course We analyzed participants’ written reflections for their developed understanding of online teaching We presented and discussed three major themes: (1) Perceptions of online instructors’ roles; (2) Development of pedagogical and technological knowledge; (3) Shifting from online learners’ perspectives to online teachers’ perspectives These themes represented the major patterns revealed in the prospective online instructors’ reflections, showing the areas of expertise they had developed in the graduate course We also provided implications for programs to develop online instructors and directions for future research

Citation

Ching, Y.H., Hsu, Y.C. & Baldwin, S. (2017). Becoming an Online Teacher: An Analysis of Prospective Online Instructors’ Reflections. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 278-291). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2017 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Anderson, T., Rourke, L., Garrison, D., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
  2. Ascough, R. (2002). Designing for online distance education: Putting pedagogy before technology. Teaching Theology and Religion, 5(1), 17-29.
  3. Bailie, J. (2011). Effective online instructional competencies as perceived by online university faculty and students: A sequel study. Journal of Online Learning and Teaching, 7(1), 82-89.
  4. Bawane, J., & Spector, J.M. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383-397. Doi:10.1080/01587910903236536
  5. Bennett, S., & Lockyer, L. (2004). Becoming an online teacher: Adapting to a changed environment for teaching and learning in higher education. Educational Media International, 41(3), 231-248. Doi:10.1080/09523980410001680842
  6. Berge, Z. (1995). The role of the online instructor/facilitator. Educational Technology, 35(1), 22-30.
  7. Bigatel, P.M., Ragan, L.C., Kennan, S., May, J., & Redmond, B.F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Network, 16(1), 59-78.
  8. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  9. Cochran, C.E.P. (2015). Faculty transitions to online instruction: A qualitative case study. Retrieved from ProQuest Dissertations& Theses Global. (1707689068).
  10. Conceição, S.C. (2006). Faculty lived experiences in the online environment. Adult Education Quarterly, 57(1), 26-45.
  11. Duffy, T.M., & Kirkley, J.R. (2004). Introduction: Theory and practice in distance education. In T.M. Duffy& J.R. Kirkley (Eds.), Learner-centered theory and practice in distance education. Cases from higher education (pp. 3-16). Mahwah,
  12. Garrison, D.R. (2011). E-Learning in the 21 st century: A framework for research and practice (2nd ed.). New York, NY: Routledge.
  13. Gibbons, H., & Wentworth, G. (2001). Andrological and pedagogical training differences for online instructors. Online Journal of Distance Learning Administration, 4(3). Retrieved from http://www.westga.edu/~distance/ojdla/fall43/gibbons_wentworth43.html
  14. Goodyear, P., Salmon, G., Spector, J., Steeples, C., & Tickner, S. (2001). Competences for online teaching: A special report. Educational Technology Research and Development, 49(1), 65-72. Doi:10.1007/BF02504508-289-E-Learn2017-Vancouver,BritishColumbia, Canada, October 17-20, 2017
  15. Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199-206.
  16. Hung, W.-C., & Jeng, I. (2013). Factors influencing future educational technologists’ intentions to participate in online teaching. British Journal of Educational Technology, 44(2), 255-272.
  17. King, A. (1993). From sage on the stage to guide on the side. Teaching, 41(1), 30-35.
  18. Knowles, M.S. (1992). Applying principles of adult learning in conference presentations. Adult Learning, 4(1), 12.
  19. Ko, S., & Rosen, S. (2010). Teaching online: A practical guide (3rd ed.). New York, NY: Routledge.
  20. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  21. Koh, J.H., & Divaharan, H. (2011). Developing pre-service teachers' technology integration expertise through the TPACKdeveloping instructional model. Journal of Educational Computing Research, 44(1), 35-58. Doi:10.2190/EC.44.1.c
  22. Laat, M., Lally, V., Lipponen, L., & Simons, R. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257-286. Doi:10.1007/s11251-006-9007-0
  23. Lackey, K. (2011). Faculty development: An analysis of current and effective training strategies for preparing faculty to teach online. Online Journal of Distance Learning Administration, 14(4), 1-27. Doi:10.1632/ade.56.13
  24. Major, C.H. (2015). Teaching online: A guide to theory, research, and practice. Baltimore, MD: JHU Press.
  25. Mishra, P., & Koehler M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Doi:10.1111/J.1467-9620.2006.00684.x
  26. Morris, L.V., & Finnegan, C.L. (2008). Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention, 10, 55-64.
  27. Palloff, R.M., & Pratt, K. (2007). Building online learning communities. San Francisco, CA: Jossey-Bass. Pankowski, P. (2004). Faculty training for online teaching. T.H.E. Http://thejournal.com/articles/2004/09/01/faculty-training-for-online-teaching.aspx
  28. Roman, T., Kelsey, K., & Lin, H. (2010). Enhancing online education through instructor skill development in higher education. Online Journal of Distance Learning Administration, 13(4), 1-9.
  29. Simon, E. (2012) The impact of online teaching on higher education faculty’s professional identity and the role of technology: The coming of age of the virtual teacher (Doctoral dissertation). Retrieved from ProQuest Dissertations& Theses Global. (3508146)
  30. Smith, T.C. (2005). Fifty-one competencies for online instruction. The Journal of Educators Online, 2(2), 1-18. Retrieved from http://web.kennisnet2.nl/attachments/session=cloud_mmbase+1690923/Ted_Smith_Final.pdf
  31. Stavredes, T. (2011). Effective online teaching: foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
  32. Varvel, V.E. (2007). Master online teacher competencies. Online Journal of Distance Learning Administration, 10, 1-47.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections