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Catalysts for Re-examining Pedagogical Assumptions: A Phenomenological Inquiry into Higher Education Faculty Designing and Teaching Online Courses.

机译:重新审视教学假设的催化剂:对高校教师设计和在线课程教学的现象学研究。

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摘要

This research concerns the potential of online teaching to prompt university faculty members to reflect on the essence of good teaching, and as a result enhance their pedagogy in both online and face-to-face courses. Ideas of developmental psychologists melded with related concepts from online-learning theorists were used as a theoretical framework for identifying key cognitive steps in the process of rethinking what it means to teach well. In particular, catalysts that can help motivate faculty to rethink teaching were suggested by the views of developmental psychologists Vygotsky, Piaget and Bruner about the social context within which learning takes place, the advantages of learning from and with peers, and the value of cognitive dissonance as an impetus to learning; additional catalysts were suggested by the views of online-learning theorists Dede, Ally, Mayes, Moore and Swann about the ways that innovative technologies and web-based learning affect how people interact. To investigate how, and the degree to which, these potential catalysts actually come into play in online teaching, a phenomenological research study was carried out based on interviews with six experienced university faculty members concerning their experiences designing and teaching online courses, with special emphasis on how their views of good teaching may have changed during that process. The study highlighted catalysts that in most but not all cases helped to bring about the faculty members' re-examination of pedagogical assumptions as they planned and taught online courses and reflected on the experience. The catalysts included the novel online-learning environment, new roles and relationships the participants encountered during the process of teaching online, the unfamiliar course-design process, and new forms of interaction they encountered. As more students take courses online and more faculty members are called upon to teach such courses, institutions of higher education have an opportunity to improve pedagogy both by tapping into teachers' passion for teaching and by making the most of the catalysts illuminated in this study.;Keywords: Online teaching, qualitative study, phenomenological study, higher education, transformation, blogs, faculty
机译:这项研究涉及在线教学的潜力,以促使大学教职员工反思良好教学的本质,从而增强他们在在线课程和面对面课程中的教学法。发展心理学家的思想与在线学习理论家的相关概念融为一体,被用作在重新思考良好教学手段的过程中识别关键认知步骤的理论框架。特别是,发展心理学家维果斯基,皮亚杰和布鲁纳关于学习发生的社会背景,与同伴和同伴学习的优势以及认知失调的价值的观点提出了可以帮助激励教师重新思考教学的催化剂。作为学习的动力;在线学习理论家Dede,Ally,Mayes,Moore和Swann关于创新技术和基于网络的学习如何影响人们互动的观点提出了其他催化剂。为了研究这些潜在催化剂在在线教学中的实际作用方式和程度,基于对六位经验丰富的大学教职员工的访谈,进行了有关现象学的研究,他们对他们在设计和教学在线课程方面的经验进行了专访。在此过程中,他们对良好教学的看法可能会如何变化。该研究强调了催化剂,在大多数但不是全部情况下,有助于教师重新规划和教授在线课程并反思经验,从而重新研究了教学假设。推动因素包括新颖的在线学习环境,参与者在在线教学过程中遇到的新角色和关系,不熟悉的课程设计过程以及遇到的新互动形式。随着越来越多的学生在线上课程,并呼吁更多的教职人员教授此类课程,高等教育机构有机会通过利用教师的教学热情并充分利用本研究中阐明的催化剂来改善教学法。 ;关键字:在线教学,定性研究,现象学研究,高等教育,转型,博客,教师

著录项

  • 作者

    Russell, Alicia K.;

  • 作者单位

    Northeastern University.;

  • 授予单位 Northeastern University.;
  • 学科 Education Pedagogy.;Education Higher.;Education Technology of.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 141 p.
  • 总页数 141
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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