Identity crisis: who is teaching whom online?
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Presentation delivered at Estonian e-learning conference April 09
Transcript of Identity crisis: who is teaching whom online?
2Photos courtesy of University of Brighton
Context of this study
Transition in Higher Education Institutions What do pioneering teachers do with LCMS structures? How are learner and teacher roles changing in this
increasingly exciting environment? Qualitative Doctoral study exploring perspectives of
pioneering teachers in HE
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Photo courtesy of Microsoft Office online
November 2008 4Picture courtesy of Microsoft Office online
Major impact on students’ learning (Trigwell 1995, Alexander 2001)
Community of Inquiry Framework (Garrison, Anderson, Archer 2000)◦ Social, cognitive and teacher presence
required for development of community of inquiry in graduate programmes
◦ Aimed at higher order learning based on asynchronous computer conferencing
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Different views of
pedagogy drove the design of different kinds of online
activity, assessmen
t and control
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relevant searching,reading within the course site
and through weblinks, posting messages and
discussing, posting other artefacts and
critiquing, following prepared courses of
study, viewing, reviewing and evaluating information,
reflecting and sharing through blogs, wikis and
journals, doing tests and surveys,
producing revision notes.
Teachers’ expectations from the study
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Reciprocity and co-operation enabled online – student/student interaction
Students taking over teacher role Mobile learning: ‘the processes of
coming to know through conversations across multiple contexts
amongst people and personal interactive technologies’ (Sharples et
al 2009)
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Online feedback: more personalised potential
Sharing feedback with groups for later retrieval
Teacher pedagogy makes the difference – espoused theory is constructivist but theory-in-action?
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Paulo Freire (1972)
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Reconciling a directive teacher presence with more equal status with learners online
A challenging shift in teachers’ understanding of teaching in Higher Education for some
Loss of “sole expert” identity can be a result of and input to the online learning and teaching process – becoming a “lead learner”
But increased power for teacher in design upfront – consistent with their pedagogy
OK – subject to the constraints of the technology and HEI policies!
Role conflicts? Role shifts? Challenging times!
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November 2008 16Photo courtesy of Microsoft clips online
Alexander, S. (2001) 'E-learning developments and experiences', Education and Training, 43, (4/5), 240-248
Conole, G. and Dyke, M. (2004) 'What are the affordances of information and communication technologies?' ALT-J, Research in Learning Technology, 12, (2), 113-124
Dron, J. (2006) Any color you like, as long as it's Blackboard Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (2772-2779). Chesapeake, VA:AACE.
Freire, Paulo (2000) Pedagogy of the Oppressed (English translation) New York, Continuum (original edition 1972)
Garrison, D.R., Anderson, T. and Archer, W. (2000) 'Critical thinking in text-based environment: Computer conferencing in higher education', The Internet and Higher Education, 2, (2), 87-105
Garrison, D.R. and Arbaugh, J.B. (2007) 'Researching the community of inquiry framework: Review, issues, and future directions', Internet and Higher Education, 10, 157-172
Glaser, B. and Strauss, A. (1967) Discovery of grounded theory: Strategies for Qualitative Research. Alpine Publishing Co.: New York.
Greener, S.L. (2008a) Exploring Readiness for Online Learning. University of Brighton, School of Education, EdD Thesis
Greener, S.L. (2008b) 'Self-aware and Self-directed: Student Conceptions of Blended Learning', Merlot Journal of Online Learning and Teaching, 4, (2), [Online]. Available at: http://jolt.merlot.org/vol4no2/greener0608.htm (Accessed: July 2008).
JISC Infonet Service (2006) Effective Use of VLEs: e-assessment. [Online] Available at: http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessment (Accessed: August 2008).
Marzano, R. (2000) What works in classroom instructions. Mid-Continent Research for Education and Learning: USA.
Mehanna, W.N. (2004) 'e-Pedagogy: the pedagogies of e-learning', ALT-J, Research in Learning Technology, 12, (3), 279-293 [Online] Available at http://dx.doi.org/. Accessed: 10/03/06
Palloff, R.M. and Pratt, K. (2001) Lessons from the Cyberspace Classroom: the Realities of Online Teaching. Jossey-Bass: San Francisco.
Palloff, R.M. and Pratt, K. (2003) The Virtual Student: a profile and guide to working with online learners. Jossey-Bass: San Francisco.
Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online. Kogan Page: London.
Sharples, M., Taylor, J. and Vavoula, G. (2009) A theory of learning for the Mobile Age (pre-print). [Online] Available at: www.lsri.nottingham.ac.uk/msh/Papers/Theory%20of%20Mobile%20Learning.pdf (Accessed: 26/03/09).
Trigwell, K. (1995) 'Increasing faculty understanding of teaching', in Successful Faculty Development Strategies. Anker Publishing: Bolton, MA, 76-100.
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