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1.
In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place.  相似文献   

2.
E‐learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e‐learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the literature include organisational features of universities like faculty autonomy and dispersed academic perspectives. This study, carried out at the University of Warwick, adopted a phenomenological approach and explored participants' perceptions through a series of faculty‐based focus groups and individual interviews. Factors identified as influential to adoption of e‐learning included the institutional infrastructure, staff attitudes and skills, and perceived student expectations. Participants suggested the importance of an institutional strategy targeted at providing sufficient resources and guidance for effective implementation. This strategy needs to be supported by a varied programme of staff development and opportunities for sharing practice among colleagues. In further developing understanding in this area, it would be beneficial to replicate the study with other stakeholder groups (including the leadership team and students) to develop an institutional strategy responsive at all levels of implementation. It would also be valuable to investigate the extent to which these findings are replicated within other workplaces looking to adopt innovation.  相似文献   

3.
Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms.  相似文献   

4.
This article presents research undertaken as part of a PhD by Carolyn Anderson who is a senior lecturer on the BSc (Hons) in Speech and Language Pathology at the University of Strathclyde. The study explores the professional learning experiences of 49 teachers working in eight schools and units for children with additional support needs in Scotland. In particular, she examines the professional learning experiences of teachers working with children with speech, language and communication needs (SLCN) combined with moderate‐to‐severe learning difficulties. While the teachers under study predominantly engaged with informal professional learning, she observes that they often expressed a lack of confidence in this form of professional development, tending to value formal learning regardless of impact. In response she raises a number of important questions about the role of Initial Teacher and Postgraduate Education and the ways in which schools understand reflective practice.  相似文献   

5.
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6.
The adoption of information and communications technologies (ICT) is a catalyst for innovation and evaluation of teaching, and are driving many tertiary institutions towards a reconsideration of the nature of quality learning. While the technology of online delivery receives most attention, it is arguably the management of teaching and learning that requires new approaches. Universities which have been engaged in traditional forms of distance education are considering how best to integrate communications technologies that offer alternative forms of course delivery, communication, flexible pedagogies and new roles for teachers and learners. Institutional change issues are also linked to ICT adoption: developing students' generic skills, fostering lifelong learning and catering for greater flexibility in delivery of educational services is now core business in tertiary institutions across Australia. This paper argues that such changes require tertiary teaching staff to adopt a different mindset, that of facilitating and supporting learning while assuming new roles as managers, motivators, mentors and mediators of learning. The rationale for each of these roles within Web-based learning environments is presented within a constructivist framework, which affirms and extends good teaching practice. In addition to highlighting aspects of teaching and learning that are supported and transformed by constructivist, Web-based delivery, this paper proposes that professional development is essentially about establishing partnerships for renewal of teaching values, and that staff developers need to learn the craft of supporting change at various levels: at the individual level, at the course and unit level and at the institutional level through systemic contextualized affirmation of constructivist values. Professional development for adoption of Web-based teaching requires multi-dimensional thinking. Rather than acting as a driver of top-down change, effective staff development is participatory and supportive, seeking action research partnerships where more profound changes in teacher conceptions of learning must take place before online pedagogies become part of tertiary teaching culture.  相似文献   

7.
Students in part‐time courses were interviewed about their perceptions of good teaching and tutoring. The perceptions differed markedly between those with reproductive conceptions of learning and students holding self‐determining ones. The former preferred didactic teaching but disliked interaction, whereas the latter had almost diametrically opposite perspectives by finding student‐centred approaches consistent with their conceptions of learning. The findings have implications for the evaluation of teaching, as ratings are likely to be influenced by the predominant conceptions of learning of a class. It is common for individual instructors to be regularly evaluated by teacher evaluation questionnaires, which often have a teacher‐centred bias, and for the ratings to be used for appraisal. It is argued that this leads to conservatism as teachers fear that students with reproductive conceptions of learning will reduce their ratings if they innovate in their teaching. As the degree of bias from this ratings‐lowering phenomenon may be quite large, the findings are a caution against the common practice of using absolute rating values from both teacher evaluation questionnaires and programme‐level evaluation by instruments such as the Course Experience Questionnaire. Results need to be interpreted together with other evidence and take into account contextual factors including students' conceptions of learning.  相似文献   

8.
ABSTRACT

Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning.  相似文献   

9.
Proponents have marketed e‐learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e‐learning or related innovations. In this paper, the e‐learning‐adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a ‘compulsive enthusiasm’ about e‐learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e‐learning on teaching and learning. Ten myths on e‐learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made.  相似文献   

10.
In the last decade, we have seen the emergence of virtual learning environments. Initially, these environments were a little more than document repositories that tutor used unicast to the students. Informed in part by social constructivist theories of education, later environments included capabilities for tutor–student and student–student, synchronous and asynchronous communication. The initial research of this paper reports the typical low usage of these capabilities. The main research attempted to ameliorate this problem by the provision of tools to promote a sense of social awareness as self‐presence and copresence, and evaluation techniques to analyse e‐learners' interactions. Data was obtained from prepost questionnaires, log files and social network analysis which augmented the data provided by the tools embedded in Moodle. The results indicate the importance of social awareness in effective e‐learning; the quality of active participation can be increased by the use of associated tools. The e‐tutor's role is still pivotal to facilitate and to support such engagement towards collaborative learning. Implications for future research suggest that social awareness tools and evaluation techniques can create awareness cues in an interface with a potential impact on learning.  相似文献   

11.
Three teachers, who held extreme preferences for the ways they learn, participated in a year‐long professional development course, designed to sensitize teachers to their own and colleagues’ individual learning differences (ILDs). The case study focuses on their extreme learning preferences and discusses the impact of these preferences on their language, beliefs and practice, both before and after the course. The teachers’ learning preferences were determined from their scores on seven learning/cognitive styles tools and understood further from field notes, interviews and pre‐/post‐test responses. The study suggests that teachers with extreme learning preferences tend to: (a) teach the way they prefer to learn; (b) overgeneralize and project their own learning needs onto students; and (c) hold initial pathognomonic (“blame the learner”) beliefs about students mismatched to them. After the course, the teachers changed their language, beliefs and practice in the direction of becoming more effective teachers, e.g., they held more interventionist beliefs (“I can intervene to help the learner”). The three teachers were strong prototypes who can provide insights about the importance of ILDs in learning, practice and professional development.  相似文献   

12.
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13.
E‐learning in corporate training has been growing rapidly because of the pursuit of time and budget efficiency in course development and delivery. However, according to previous studies, efficiency does not always guarantee training effectiveness, which is the major concern of human resource development. It is therefore necessary to identify the factors influencing the effectiveness of e‐learning courseware and understand their interrelationships. The purpose of the study is to investigate the structural relationships among organisational support, learning flow, learners' satisfaction and learning transfer. The study participants were 379 learners who completed an e‐learning courseware at a large Korean company and responded to an online survey. Based on the results of structural equation modelling, the findings suggest that organisational support and learning flow have direct effects on learning transfer and learners' satisfaction, while learning flow mediates organisational support and learners' satisfaction.  相似文献   

14.
This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students.  相似文献   

15.
In the modern world, teachers are expected to be ‘learning professionals’ who constantly expand their knowledge and skills and share both practical and theoretical insights in a community of colleagues. Teacher professional competence‐based standards could be an instrument to support teachers' professional learning if they are integrated with broader assessment and evaluation frameworks and if their evaluation, professional development and career advancement are in line with the standards. In Estonia, teacher professional standards were first developed in 2005. Currently, they support initial teacher education, the evaluation of teacher competences and the design of continuous professional learning. They also allow teachers to progress to the senior teacher and master teacher qualification level. According to our findings, the standards are successfully used to design pre‐service education and award certificates at the end of the studies. However, they do not support building the teachers' career ladder and only in some schools do they support planning of professional learning. In this article, we give an overview of the changes in the professional standards of teachers in Estonia and analyse why they have not found the desired degree of use in teachers' career advancement and professional development in the school context and why they have not had a significant effect on teacher status in society.  相似文献   

16.
Grounded in a constructionist paradigm, this study examined elementary school teachers' learning while creating technology‐rich instructional materials. Sixteen teachers at an elementary school were interviewed about their experience. Using the components of Technological Pedagogical and Content Knowledge as an analytical framework, inductive qualitative analysis indicated that these professional learning activities led to teachers' growth primarily in technological knowledge, technological pedagogical knowledge and content knowledge. These findings as well as implications for designing professional learning activities for teachers are also shared.  相似文献   

17.
This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology.  相似文献   

18.
Assessment for learning? Thinking outside the (black) box   总被引：1，自引：0，他引：1  
This article draws on a survey of 83 teachers, to explore the concepts of ‘assessment for learning’, ‘assessment’ and ‘learning’. ‘Assessment for learning’ is categorized as meaning: monitoring pupils' performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children's learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment‐as‐measurement and assessment‐as‐inquiry. These conceptions are related to two conceptions of learning: learning‐as‐attaining‐objectives and learning‐as‐the‐construction‐of‐knowledge. The conceptions of assessment‐as‐measurement and learning‐as‐attaining‐objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student's learning processes and products.  相似文献   

19.
A phenomenographic study of the conceptions that teaching‐learning specialists working in distance education in Australian universities hold of their role in contributing to the development of distance education packages is described. The study identified eight conceptions labelled instructional editor, educational process consultant, instructional process consultant, transformer, critical reviewer (surrogate student), joint venturer, distance education development facilitator, and staff developer. The conception, distance education developer, differed from the other conceptions insofar as it reflected a greater concern with organisational as compared with teaching‐learning issues. The remaining conceptions were able to be distinguished, according to whether they indicated a macro level (structural) perspective or a micro level (process) perspective. The former included the educational process consultant and staff developer conceptions. The latter were able to be further distinguished according to whether they indicated an understanding of the learning package as dialogic text (critical reviewer) or as an instructional medium (instructional process consultant, instructional editor, joint venturer, and transformer). Finally, the four conceptions which reflected an understanding of the learning package as an instructional medium could be distinguished according to the way in which the teaching‐learning specialist saw his or her relationship with the subject specialist in terms of power.  相似文献   

20.
《Literacy》2017,51(1):11-18
In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self‐initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers' self‐initiated professional learning. Contributing to the debates about learning online, this article explores three teachers' self‐initiated professional learning about digital technologies through their Personal Learning Networks. It reports the findings from a larger qualitative project and examines how the participants' digital literacy practices shaped their deliberate professional learning. The analysis identified several attributes of the participants' learning which, according to them, made professional learning appealing and effective: social, personalised, active and reciprocal, ongoing and blended. The article concludes by discussing how these findings can be used to draw out implications for teachers' professional learning.  相似文献   

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