Providing online instructors with tuition in more effective pedagogical practices

Bailey, C J & Card, K A. (2009) Effective Pedagogical practices for online teaching: Perception of experienced instructors, Internet and Higher Education, 12, (152-155.)

I am currently researching effective pedagogical practices for online teachers.  Providing instructors with technological training has become more important as universities, schools and organizations cater for distance and/or self-paced learners.  Many who teach online say they lack pedagogical and instructional support (Morris & Finnegan, 2008-2009).

A research project involving 15 award-winning e-Learning instructors was undertaken through the Western Dakota Technical Institute and the School of Education, University of South Dakota .  The purpose of the study was to find out what, experienced online instructors perceive to be ‘ effective pedagogical practices.’ (p. 152)

Three teaching theories were used as a framework for the inquiry: andragogy, constructivism and transformational learning.  

Andragogy is described (Knowles, 1992) as self-directed learning which consists of a set of four key competencies:

·         “skill in diagnosis of learning needs,

·         formulation of learning goals,

·         identification of human and material resources for learning,  and

·         evaluation of learning outcomes.” 

The second part of the theoretical framework is constructivism: this theory encourages students to be open to new learning perspectives and experiences and to actively explore topics and subjects that interested them personally. (Conway, 2003) (Underhill, 2006) asserts that Constructivism (particularly socio-Constructivism) forms the basis of teaching and learning developments in online learning.  (p 165)

Transformative learning is the third pedagogical theory employed in the programme.  This theory encapsulates ‘the capacity for critical thinking and evaluating basic assumptions and meaning-making frameworks.’  (p 165)  The theory promotes strong intellectual relationships to evolve between teacher/student and student/student.  Teachers tune in to learners’ thinking through ‘online asynchronous discussions’ which enable students time to reflect on research findings. (Baglione & Nastanski, 2007)

(Chickering & Gamson, 1987) identified seven effective pedagogical practices as a result of combined studies on the subject.  These are:

1.      “Encourage contacts between students and faculty in and out of classes.

2.      Learning is enhanced when it is more like a team effort than a solo race.

3.      Active learning is encouraged in classes that use structured exercises, challenging discussions, team projects, and peer critiques.

4.      Students need appropriate and timely feedback on their performance to benefit from courses.

5.      Learning to use one’s time well is critical for students and professionals alike.

6.      Communicate higher expectations.

7.      Provide a diverse delivery system. “

Effective online instructors employ ‘a different set of practices than classical classroom tuition.  (p. 153)  Professor Alison King, California State University, put it succinctly when she coined the phrase: ‘from sage on the stage to guide on the side’ (King 1993). Part of an instructors’ brief is to encourage collaboration among students so that they can construct meaning and have the opportunity to reflect on course content.

Morris and Finnegan (2008-2009) referred to four roles experienced online facilitators employ to enhance effective learning.  These include: 

·         “A social role

·         A pedagogical role

·         A management role; and

·         A technological role.”

Best practices that resulted from the interviews in the Dakota project included: 

·         “Fostering relationships with students;

·         Engagement - between teacher/students and students/students;

·         Timeliness – maintaining efficient feedback and advice;

·         Communication: a key issue which differed widely from face-to-face dialogue;

·         Organization: for both students and teachers;

·         Technology: developing technical competence/expertise;

·         Flexibility – keeping an open mind and having the ability to adapt;

·         High expectations: maintaining communication with students, defining course goals and learning objectives.”

Some negative effects for online teachers were recorded and included ‘a high degree of depersonalization and low sense of personal accomplishment’ (Hogan & McKnight, 2007).  There was also the perception that teaching online took more time than traditional classroom teaching. Later comparative analysis, however, showed there was no time difference. (p. 153)

Also online instructors considered teachers’ time more fragmented in nature and spread over days rather than classroom tuition which was contained within the framework of a single lesson. (Hislop & Ellis, 2004). 

Summary

Considering the evidence above, and confronted with an ever increasing variety of technological options, training for online instructors is a priority and would make a significant shift towards the development and design of increasingly more effective (and less stressful) pedagogical practices.

Baglione, S. L., & Nastanski, M. (2007). The superiority of online discussion: Faculty perceptions. The Quarterly Review of Distance Education, 8(2), 139-150.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. Washington DC: Washington Center News.

Hislop, G. W., & Ellis, H. J. C. (2004). A study of faculty effort in online teaching. Internet and Higher Education, 7, 15-31.

Hogan, R. L., & McKnight, M. A. (2007). Exploring burnout among university online instructors: An initial investigation. Internet and Higher Education, 10, 117-124.

Knowles, M. S. (1992). Applying principles of adult learning in conference presentations. Adult Learning, 4(1), 12.

Morris, L. V., & Finnegan, C. L. (2008-2009). Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention, 10, 55-64.

Underhill, A. F. (2006). Theories of learning and their implications for online assessment. Turkish Online Journal of Distance Education, 7(1), 165-174.

Question 1: Is there a case for having dedicated e-Learning training institutions/organizations in New Zealand to better equip teachers with the skills they need to embed e-Learning comprehensively into their teaching programmes

Kanuka, Heather (1980). Understanding e-Learning Technologies-in-Practice Through Philosophies-in-Practice. In Terry, A. (Ed.). (2004). The Theory and Practice of On-Line Learning: Understanding E-Learning Technologies-in-Practice Through Philosophies-in-Practice (2nd ed.). Edmonton: AU Press, Athabasca University.

Is there a case for having dedicated e-learning training institutions/organizations  in New Zealand to better equip teachers with the skills they need to embed e-learning comprehensively into their teaching programmes.

Technology has revolutionized the way we think and learn.  There is now, no going back.  We are fully committed.Arguably the era we find ourselves in, educationally speaking, outstrips any previous historical timeframe in terms of the sheer potential for learners. 

My question concerns the preparedness of teachers as they face the challenges confronting them in terms of e-Learning. I say we turn to philosophy. 

My starting point is Alice in Wonderland when she asked a question of  the Cheshire cat (sitting in a tree):

She said:                      What path should I take?

He said:                       Where do you want to go?

She said:                      I’m really not sure.

He said:                       Well then, it really doesn’t matter what path you take, you’re bound to end up somewhere.

Do we need this degree of uncertainty as we embark on our journey with e-Learning? I recommend that teachers of e-Learning be given time and space to review their teaching philosophies and their philosophy on e-Learning.

Kanuka asserts that ‘When considering the interrelation-ship of philosophy and the choices we make about e-learning technologies, it is important to be aware that philosophy inspires our activities and gives direction to our practices. (p. 93).

It is important for teachers to be given time to reflect on their philosophies-in-practice.  ‘Our philosophy determines how we perceive and deal with our preferred teaching methods – which includes how (or if) we choose and use e-Learning technologies. (Draper 1993)

While there is a plethora of (technological) possibilities out there, often the path to take is uncertain.  It is, afterall, through the compass of our beliefs about teaching and technology that we are guided (and guide our learners) through the maze of technological options and opportunities.

These statements give weight to an argument for teachers of e-Learning to be given opportunities to consider the relationship between their teaching philosophy and technology. 

If given the opportunity to reflect in their own learning space, the ‘why’ component of a philosophical standpoint will afford  teachers time to consider the (non) neutrality of technology.  Draper asserts that ‘ a philosophy of teaching and technology can be defined as a conceptual framework that embodies certain values from which we view the many aspects of education. (Zinn, 1990).

The pedagogy of teaching e-Learning has different lenses. Chandler maintains that ‘When we interact with media, we act and are acted upon, use and are used’.  (Chandler 1996). Teachers' philosophies-in-practice will imbue what is being taught and how.  Postman states, (1993) that ‘Users of technology will imprint their own values within the learning process.

Reflection upon our teaching philosophies gathers momentum when we consider Kanuka’s analogy which illustrates embedded values: “People kill people, not guns.” and then goes on to suggest “a comparable catchphrase for e-Learning might be: ‘Educators reshape education, not technologies.”   

The embedded values within e-Learning will help shape the future.   For this reason and those listed above, I consider it sound policy to provide dedicated training establishments for teachers  to meet, exchange views on their philosophy-in-practice and shape policies for the future.

Terry, A. (Ed.). (2004). The Theory and Practice of On-Line Learning: Understanding E-Learning Technologies-in-Practice Through Philosophies-in-Practice (2nd ed.). Edmonton: AU Press, Athabasca University.

Chandler, D. (1966, February). Engagement with media: Shaping and being shaped. Computer-Mediated Communication Magazine. Retrieved September 27, 2007 from
http://users.aber.ac.uk/dgc/determ.html.

Draper, J. A. (1993). Valuing what we do as practitioners. In T. Barer-Stein and J. A. Draper (Eds), The craft of teaching adults (pp. 55-67). Toronto, ON: Culture Concepts.

Postman, N. (1993). Technopoly: The surrender of culture to technology. New York: Vintage Books.

Zin, L. M. (1990). Identifying your philosophical orientation. In M. Galbraith (Ed), Adult Learning Methods (pp. 39-77). Malabar, FL: Krieger