BT 07110054

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Craig J.B,Karen.(2009).Effective

Pedagogical Practice for onlineteaching: Perception of experienced

instructors. Internet and Higher

Education,12,152-155.

JOURNAL 1

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Aim

• To identify effective pedagogical practices for

online teaching.

• To discover what they perceive to be effective

pedagogical practices for online teaching.

Craig J.B,Karen.(2009).Effective Pedagogical

Practice for online teaching: Perception of

experienced instructors. Internet and

Higher Education,12,152-155

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Methods

• One to one interviews.

• Participant : Recipients (Instructor)of South

Dakota Board of Regents E-Learning

Award.United States America.

• Fifteen participant ( 9Females,6 Males)

•

Aged= 20

60 years old.





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2.Engagement

• As effective practice for online teaching .They

use e-mail, class discussion board for posting

required discussion ,question responses and

sharing student biographies and student

group project.





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3. Time Lines

• They met time lines criterion by returning

graded assignment promptly, frequently

check e-mail and responding to the questions.





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4.Communication

• Is essential practice for effective onlineteaching.

• Giving timely feedback on completed

assignments, responding to written questions,communicating requirements and informingstudents.

•

Attentive to communication style and wordthey use because body language and tone areabsence.





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5. Organization

• Being able students to navigate the onlineuniversity course Website .

• Instructor can provide effective organization

by :- Utilizing the course management software

tools.

- Providing links to websites- Having all course materials available to

students by first day of class.

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6. Technology

• The importance of personally developing

technical competency in the core areas being

taught and innovations in computer hardware

and software programs.

• To deliver course materials and to assist with

student learning.

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7. Flexibility

• Keeping an open mind and having the abilityto adapt.

• Its Importance to have patience in the online

university environment.• The problems may test the patience of both

faculty and students:

-system delays, e-mail reliability and being ableto work through communicating using onlywritten medium.

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8.High Expectations

• Instructors emphasized the importance of

defining course goals and learning objectives

and clearly establishing these expectations at

the beginning and throughout online course.

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JOURNAL 2

Zuhal D.A. (2010). Exploring effective musicteaching strategies of primary school.

Procedia and Social Behavioral Science

,9,1182-1187.

.

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Aims

• To investigate primary teachers’ teaching

strategies in music Turkish primary classroom.

• How teachers develop teaching strategies in

music education .• Provide framework for categorizing and

analyzing the data whether primary school

teachers (non specialist) can develop effectiveteaching strategies and how the applyingclassroom.

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Method

• Case study (qualitative research approach)

• Two state primary school in Turkey with six

school teachers with different educational

background.

• Semi structured interview and classroom

observation as tools for data collection.

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Findings

1. Teaching songs was the main task in all

lessons.

2. Rehearsing and learning through hearing

and memorizing was the major activity.

3. Classroom teacher need to acquire a certain

level of musical ability and expertise in order

to employ these techniques when teaching

in primary school.

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Findings

4. Teacher require technical competence in music(

require a certain level of knowledge about

singing and particular song).

For example, teacher should be able to

differentiate verse and chorus in a song to know

elements of music such as tempo, pitch ,pace,

dynamics and should be able to read notes of asong. These types of musical concepts can be

gained through a certain level of training music.

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Findings

5. Music education in primary school should

be handed over to specialist music teacher, as

in secondary education teaching context.

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JOURNAL 3

Li-fang Zhang. (2009). From conceptions of

effective teachers to styles of teaching:

Implications for higher education. Learning

and Individual Differences,19,113-118.

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Aim

• Investigates the predictive power of

conceptions of effective teachers for teaching

styles.

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Method

Participants

93 academic staff members (60 males,33 females)from two universities in Shanghai,China.

Age: 25 -60 years old.77 teachers teaching courses in social science and

humanities.

16 teachers in natural sciences .(36 Ph.D. degree,36 Master’s degree, and 21

Bachelor’s degree.

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Method

Measures

-Participants are responded two questionnaires:

a) Thinking Styles in Teaching Inventory

(TSTI,Grigorenko&Sternberg,1993)

b) Effective Teacher Inventory (Zhang,2003)

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Findings

1. University teachers who consider teaching

relevant activities as more essential for being

an effective university teacher would teacher

more creatively and those who consider

research activities as being more important

would teach conservatively.

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Findings

2. There to types of university teacher .

b) Teachers who consider research activities as

more critical for being an effective university

teacher and who teach conservatively. They

did not have time to be engage in innovative

teaching as they were busy pursuing

academic publications . They not to bemotivated to conduct innovative teaching.

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Findings

4. University administrators should be aware of

the relationship of teachers’ conceptions

about effective teachers to teaching styles .

It is because this relationship may be a critical

link in a sequence of chain reactions in

university chain.

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Findings

5. Effects of reward system upon teachers

conceptions of what make for the

characteristics of an effective teacher and

subsequently upon their teaching stylesstipulate that university administrators take

such dynamics into account when making

university policies, and more importantly,when putting such policies into practice.

BT 07110054

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