Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching
PROCEEDINGS
Evrim Baran, Ana-Paula Correia, Ann Thompson, Iowa State University, United States
AACE Award
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
The rapid growth of online education in higher education is calling for the research on the knowledge, skills and competencies required for successful online teaching. However, teaching approaches tend to organize teachers’ roles without making connections between content, pedagogy, technology and the contextual dynamics that teachers engage in their teaching practices. Moreover, the emergence of these roles and competencies has limited impact on professional development programs that address online teachers’ needs, individual dispositions, external social demands and capabilities within their unique teaching contexts. A literature review on online teaching focused on online teaching roles and competencies, and exemplary online teaching was conducted and described on this paper. The limitations of existing research on online teacher roles, competencies, and paths to exemplary online teaching are also explored.
Citation
Baran, E., Correia, A.P. & Thompson, A. (2011). Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2853-2860). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/38268/.
© 2011 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Allen, I., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Needham, MA: Sloan-C Consortium. Retrieved from http://wiseplus.exp.sis.pitt.edu:8080/dspace/handle/123456789/47
- 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.
- Aydin, C. (2005). Turkish mentorsí perception of roles, competencies and resources for online teaching. Turkish Online Journal of Distance Education (TOJDE), 6 (3). Retrieved from http://tojde.anadolu.edu.tr/tojde19/articles/caydin.htm
- Bailey, C., & Card, K. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12 (3-4), 152-155.
- Bangert, A. (2004). The seven principles of good practice: A framework for evaluating on-line teaching. The Internet and Higher Education, 7 (3), 217-232.
- Bangert, A. (2006). The development of an instrument for assessing online teaching effectiveness. Journal of Educational Computing Research, 35 (3), 227-244.
- Baran, E., & Correia, A.-P. (2009). Student-Led Facilitation Strategies in Online Discussions. Distance Education, 30 (3), 339361.
- Bawane, J., & Spector, J. (2009). Prioritization of online instructor roles: implications for competency-based teacher education programs. Distance Education, 30 (3), 383-397.
- 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.
- Berge, Z. (1995). The role of the online instructor/facilitator. Educational Technology, 35 (1), 22-30.
- Berge, Z. (2009). Changing Instructor's Roles in Virtual Worlds. Quarterly Review of Distance Education, 9 (4), 407-415.
- Berge, Z., & Collins, M. (2000). Perceptions of E-Moderators about their roles and functions in moderating electronic mailing lists. Distance Education, 21 (1), 81-100.
- Chickering, A., & Gamson, Z. (1991). Appendix A: Seven principles for good practice in undergraduate education. New directions for teaching and learning, 1991 (47), 63-69.
- Egan, T., & Akdere, M. (2005). Clarifying distance education roles and competencies: Exploring similarities and differences between professional and student-practitioner perspectives. American Journal of Distance Education, 19 (2), 87-103.
- Garrison, D., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. New York, NY:
- Gorsky, P., & Blau, I. (2009). Online teaching effectiveness: A tale of two instructors. The International Review of Research in Open and Distance Learning, 10(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/712
- 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.
- Howell, S., Saba, F., Lindsay, N., & Williams, P. (2004). Seven strategies for enabling faculty success in distance education. The Internet and Higher Education, 7 (1), 33-49.
- Koehler, M.J., & Mishra, P. (2005). What Happens when Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32 (2), 131-152.
- Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the Development of Teacher Knowledge in a Design Seminar: Integrating Content, Pedagogy and Technology. Computers& Education, 49 (3), 740-762.
- 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.
- LaPointe, D., & Gunawardena, C. (2004). Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computer-mediated conferencing. Distance Education, 25 (1), 83-106.
- Lewis, C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education, 31 (2), 83-98.
- Miller, G. (2001). General education and distance education: Two channels in the new mainstream. The Journal of General Education, 50 (4), 314-322.
- Paulson, K. (2002). Reconfiguring faculty roles for virtual settings. Journal of Higher Education, 73 (1), 123-140.
- Russo, T., & Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology& Society, 8 (1), 54-62.
- Salmon, G. (2004). E-moderating: The key to teaching and learning online. London: RoutledgeFalmer.
- Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
- Schrum, L., & Hong, S. (2002). Dimensions and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6 (1), 57-67.
- Silcock, P. (1993). Can we teach effective teaching? Educational Review, 45 (1), 13-19.
- Smith, T. (2005). Fifty-one competencies for online instruction. The Journal of Educators Online, 2 (2), 1-18.
- Spector, J.M. (2007). Competencies for online teachers. In J.M. Spector (Ed.), Finding your online voice: Stories told by experienced online educators (pp. 1-18). New Jersey, NJ: Lawrence Erlbaim Associates, Publishers.
- VanDer Werf, M., & Sabatier, G. (2009). The College of 2020: Students: Chronicle Research Services.
- Varvel, V. (2007). Master online teacher competencies. Online Journal of Distance Learning Administration, 10 (1). Retrieved December 16, 2010, from http://www.westga.edu/~distance/ojdla/spring101/varvel101.htm
- Wiesenberg, F., & Stacey, E. (2008). Teaching Philosophy: Moving from Face-to-Face to Online Classrooms. Canadian Journal of University Continuing Education, 34(1), 63-69.
- Williams, P. (2003). Roles and competencies for distance education programs in higher education institutions. American Journal of Distance Education, 17 (1), 45-57.
- Young, S. (2006). Student views of effective online teaching in higher education. American Journal of Distance Education, 20 (2), 65-77.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References