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Local schools are increasingly providing their students who are enrolled in an online course with an on-site facilitator as a means for increasing online pass rates. However, few studies have examined how online teachers and on-site facilitators work in conjunction to support online students. Successful on-site facilitators (n = 12) and online teachers (n = 12) participated in two one-hour interviews. Analysis found that while both the teachers and the facilitators assumed extensive and complex roles, their responsibilities were overlapping but complementary. Although the facilitators were highly engaged in supporting students, online teachers found the quality of support provided by facilitators varied greatly across schools. Eleven of the facilitators required the majority of their students to attend a daily lab that allowed them more easily and effectively fulfill their responsibilities. Findings from this research also support the need to provide facilitators with professional development so that they can better assume their critical responsibilities. 相似文献
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《The American journal of distance education》2013,27(4):211-229
Past studies of online discourse found social presence to be a critical element in the learning process. Social presence connotes the extent to which students perceive themselves as intellectually connected to the other participants in an online dialogue. Impediments to the development of social presence can disrupt knowledge formation as a group activity. This study analyzed differences in the language styles of men and women as one such impediment. When students self-categorize by gender, the expository speaking style of men may crowd out the epistolary style of women, leading women to cognitively disengage from the group learning process. However, in online course environments, where self-categorization is by shared identity, such crowding out is less likely to occur. This study found no evidence of a male crowding-out effect. 相似文献
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Reflections as near‐peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial‐and‐error 
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下载免费PDF全文 Lauren M. Anstey Alison Michels Julianna Szymus Wyanne Law Man‐Hymn Edwin Ho Fei Qu Ralph T.T. Yeung Natalie Chow 《Anatomical sciences education》2014,7(1):64-70
Near‐peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student‐based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial‐and‐error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near‐peer facilitators for an inquiry‐based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near‐peer facilitators in the acquisition of facilitation skills before entering into a process of trial‐and‐error within the classroom. Anat Sci Educ. 7: 64–70. © 2013 American Association of Anatomists. 相似文献
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Joanna Kidman Chiung-Fen Yen Eleanor Abrams 《International Journal of Science and Mathematics Education》2013,11(1):43-64
The tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study conducted with indigenous Maori students in New Zealand and Seediq/Atayal students in Taiwan are discussed from a sociological perspective. The purposes of the present study were to explore the ways in which indigenous elementary school students in two industrialized nations experience the science curriculum and to identify the socialization processes through which patterns of indigenous under-achievement in science are maintained and reproduced. The findings suggest that the peripheral positioning of indigenous culture and knowledge within the science curriculum in developed nations underpins a series of tacit pedagogical codes that contribute to indigenous student disengagement with the subject. 相似文献
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Online courses supplemented by on-site facilitators help many rural students pursue advanced coursework, but research is warranted to better understand facilitator role and training needs. This study examined facilitation experiences, demographic characteristics, and professional development activities of rural on-site facilitators associated with an online Advanced Placement (AP) program. Themes in qualitative data collected aligned with challenges related to facilitator role that have been documented in existing literature. One theme included facilitator engagement in direct AP instruction despite the facilitator role not requiring that responsibility. Self-reported facilitator demographic characteristics and professional development activities were then compared with those of on-site AP teachers in the same state. Results showed that facilitators demographically resembled teachers but lacked similar engagement with AP professional development. The role of facilitator excludes direct instruction, but specialized professional development like that for AP may match the needs and interests of these facilitators. 相似文献
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This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open communication environment for student discussion. To promote students’ cognitive development, the acts that their words described included to “inform” and “elaborate” to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students’ cognitive presence was manifested through making claims, providing information and elaboration on posted comments. 相似文献
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In problem-based learning (PBL), the role of a tutor or facilitator is different from what is typically considered as the role of a traditional teacher. In addition to being a subject-matter expert, the facilitator is also expected to be ‘socially’ and ‘cognitively congruent’. In this study, we analyze the survey responses from more than 10,000 students in order to better understand their perceptions of what makes a good or poor facilitator, and to identify specific qualities related to social congruence, cognitive congruence and use of expertise. Students’ comments for the highest and lowest scoring groups of facilitators were analyzed qualitatively using inductive data analysis strategies. The following themes were identified: for social congruence—facilitator personality, relating to students, professionalism, motivating students, and learning environment; for cognitive congruence—scaffolding learning, and communication skills; for use of expertise—content knowledge and experience, and stretching students’ learning. Coding of students’ feedback also demonstrated that students most frequently commented on issues related to facilitators’ social congruence. Our findings indicate that social congruence encompasses skills which facilitators may improve on. We also argue that understanding students’ perspectives is critical especially in a learner-centred approach such as PBL and therefore propose that our findings provide useful input for the professional development of PBL facilitators. 相似文献
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We analyse two narratives of teacher‐facilitator teams producing elementary science curricula and disseminating them to their peers. We draw on these stories to interpret how teacher‐facilitators position themselves with respect to other educators (e.g. peer teachers and development‐team members), to real and imagined students and parents, to knowing and learning science, and to pedagogical practices and texts. We read these acts of positioning relationally and responsively. Teacher‐facilitators position themselves and their work in highly complex ways to multiple political and social others. These multiple positions raise a range of anxieties and questions for the teacher‐facilitators and shape their curricular and leadership roles. Our purpose is, first, to tease out these complexities of positioning and subjectivity, and second, to consider how teachers construct their roles as pedagogical and curricular leaders among their peers. This analysis illuminates thinking about how reform is enacted in schools and how leadership roles are constructed. 相似文献
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Marisa Ponti 《Learning, Media and Technology》2014,39(2):154-168
Digital media and open educational resources (OER) are said to redraw the boundaries between learners and teachers, by weakening the centralization of expertise and the distribution of subject-matter authority. This paper presents the findings of an ethnographic study of how the use of OER mediates the relations between self-directed learners and facilitators in two online open courses offered at a non-formal educational organization. Findings highlight the different role played by OER in mediating the relations between learners and facilitators in the two courses. In one course, early-stage learners encountered difficulties in repurposing OER and needed help to move to a more advanced stage of conceptual understanding. In the other course, well-read participants used OER to develop an affinity space in which the facilitator was a fellow learner. The findings suggest that OER are better viewed as artifacts-in-interaction rather than resources to be delivered as they are to learners. Although facilitators at P2PU do not play the role of academic teachers, it is argued that the influence of OER on the facilitator role can have implications for that of the academic teachers as well. 相似文献
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Brett A. Criswell Gregory T. Rushton Scott P. McDonald Tugce Gul 《Research in Science Education》2018,48(4):811-837
This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin’s notion of professional vision and Dempsey’s four metaphors to inform an understanding of professional identity consistent with innovation and empowerment in (a) the classroom setting with students and (b) with teachers in collegial environments. Thus, leadership practices and purposes are discussed at two distinct levels and contexts, which interact reflexively. Sociolinguistic discourse analysis of multiple data sources enabled us to identify the professional development features that promoted or hindered the teachers’ growth toward a leadership perspective and disposition. Implications for science teacher renewal and retention as well as limitations of the study and proposed leadership model are also shared and discussed. 相似文献
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Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed-methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena-based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine-item open response pre-/post-semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre-/post-tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre-/post-outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena-based approaches. 相似文献
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This study investigated 6 weeks of online asynchronous discussions in a graduate-level course involving eleven students. The
research purposes of this study were to identify patterns of collaborative knowledge exploration (CKE) and to suggest new
analytical dimensions for investigating online discussions. Based upon a unique theoretical framework integrating the concepts
of transition community and discourse community, three major dimensions of online asynchronous learning were adopted in the
analysis. The first dimension focuses on the various forms of social negotiation in the discourse. The second dimension regards
references to various learning resources, while the third is related to the coherence of the resources utilized. Based upon
these dimensions and the analysis of the participating students’ online asynchronous discussions, this study suggested ten
different patterns of CKE representing the cognitive processes of Elaborating, Challenging, Correcting, and Debating. We argue
that the proposed analytical framework allows us to interpret the sociocultural and cognitive aspects of students’ interactions
for online problem-based learning. In addition, the results suggest that the more cognitively demanding the pattern is, the
less frequently it occurs. Potential factors contributing to the observed findings are discussed in this study. 相似文献
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Rechel Erhard 《International journal for the advancement of counseling》1999,21(2):97-109
The purpose of this research was to examine the rationale of using peers rather than adults as facilitators in prevention programs. Two research questions were asked: Do students really prefer their peers as facilitators to expert adults? Are the facilitator's perceived as special friends to whom their peers can turn for help and advice in time of need? Participating in the study were 1,106 eighth to eleventh grade students, led by their classmates in a peer facilitation program. The subjects responded to a questionnaire prepared especially for this study. While most of the subjects stated that they preferred peer facilitators to teachers, this was not borne out by the findings. When other variables of the program were carefully examined, it turned out that it was the content variable that explained satisfaction from the program, rather than variables of the "facilitator" or the "process" clusters. Moreover, the findings show that the peer facilitator does not become a source for their peers to turn to in time of distress. They remain in the role of "classmates" and do not acquire the status of "special friend." 相似文献
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Grace Karram 《Compare》2014,44(2):274-296
Higher education has become a key strategy for the economic development of certain city-states that are positioning themselves as higher education hubs, recruiting both students and foreign providers. This article presents the findings of a research study that examined the online messages of foreign branch-campuses in education hubs (Dubai, Hong Kong, Singapore). The project adapts and expands on Fairclough’s notion of critical discourse analysis to include virtual discursive space in order to understand how foreign providers address context, and what values are central to their programming, as they construct their virtual presence in new locations. The findings identify that the dominant themes on institutional websites reflect key issues facing higher education, including quality, leadership, international connections and technological advancement. The paper concludes with a conceptual framework that assists institutions in moving beyond these themes to re-consider context in their overseas operations. 相似文献
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《Journal of Further & Higher Education》2012,36(1):126-146
This paper reports the findings of a qualitative study that investigated 25 international students’ use of online information resources for study purposes at two Australian universities. Using an expanded critical incident approach, the study viewed international students through an information literacy lens, as information-using learners. The findings are presented in two complementary parts: as a word picture that describes their whole experience of using online information resources to learn; and as a tabulated set of critical findings that summarises their associated information literacy learning needs. The word picture shows international students’ resource use as a complex interplay of eight interrelated elements: students; information-learning environment; interactions (with online resources); strengths-challenges; learning-help; affective responses; reflective responses; and cultural-linguistic dimensions. In using online resources, the international students experience an array of strengths and challenges, and an apparent information literacy imbalance between their more developed information skills and less-developed critical information use. The critical findings about information literacy needs provide a framework for developing an inclusive informed learning approach that responds to international students’ complex information using experiences and needs. While the study is situated in Australia, the findings are of potential interest to educators, information professionals and researchers worldwide who seek to support learning in culturally diverse higher education contexts. 相似文献
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教师的幸福关系着国家和社会的幸福,关系着学生的发展和民族的未来,而教师的幸福需要社会对教师身份的合理定位形成的良好教育环境。拟从伦理学的角度出发,分析了目前教师身份对其幸福的冲击,以期能引起社会重视,对教师身份进行合理定位,使教师能获得幸福。 相似文献
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Seyede Mehrnoush Hosseini 《Asia Pacific Education Review》2011,12(2):263-270
The research aims to define SECI model of knowledge creation (socialization, externalization, combination, and internalization)
as a framework of Virtual class management which can lead to better online teaching–learning mechanisms as well as knowledge
creation. It has used qualitative research methodology including researcher’s close observation and attendance in the online
MBA classes of Iran University of Science and Technology for one academic semester as well as semi-structured interviews with
the professional facilitators. The article has defined a practical SECI framework in which 4 phases of socialization, externalization,
combination, internalization, and their required “ba” contexts are explained with regards to tasks and responsibilities of
both students and facilitators. 相似文献