Tracing Successful Online Teaching in Higher Education: Voices of Exemplary Online Teachers

Date

2013-03-01

Author

Baran, Evrim
Correia, Ana-Paula
Thompson, Ann D.

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

88
views

0
downloads

Background: Although advances in distance learning have shown signs of a reconfiguration of the teacher's role in online environments, a large number of online teaching practices still do not show many signs of this shift. Given the need for a change in pedagogies, investigating how exemplary teachers transfer their thinking, pedagogical knowledge, and beliefs to successful online teaching is critical to understanding new online learning and teaching practices. The research on online teacher roles and practices, however, has been limited in terms of bringing teachers' voices into the research process and empowering them as autonomous professionals who constantly engage in a dialogue about solving complex problems and making decisions about online teaching.

URI

https://hdl.handle.net/11511/66342

Journal

TEACHERS COLLEGE RECORD

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

Motivators and Barriers in the Development of Online Communities of Practice BARAN, BAHAR; Çağıltay, Kürşat (2010-01-01) Problem statement: Recently, online Communities of Practice have become a very popular teaching method in teachers' professional development. However, keeping teachers active in these learning environments is a very challenging process. Therefore, investigating this challenge is critical for designing effective online Community of Practice (oCoP) environments for teachers' professional development.
Seize the Moment: Turning Local Contingencies into LearningOpportunities Balıkçı, Gözde; Seferoğlu, Gölge (2019-04-10) Facilitating learning opportunities for learners is a complex task for teachers involving careful decision making skills in the natural flow of the classroom interaction. For pre-service language teachers in their first contact with learners in practice teaching, this task can be even more challenging. While studies on successful language teachers who open up learning opportunities for their learners in classroom interaction might be found in the literature, studies on missed learning opportunities are not ...
Multi-dimensional evaluation of e-learning systems in the higher education context: empirical investigations Köseler, Refika; Özkan Yıldırım, Sevgi; Department of Information Systems (2009) There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) information (content) quality, (4) learner perspective...
Communication behaviors and trust in collaborative online teams Tokel, Saniye Tuğba; Yıldırım, Zahide (2008-01-01) This study investigates preservice teachers' trust levels and collaborative communication behaviors namely leadership, feedback, social interaction, enthusiasm, task and technical uncertainties, and task-oriented interactions in online learning environment. A case study design involving qualitative and quantitative data collection and analysis was employed. The sample consisted of 32 (24 female, 8 male) 3rd year foreign language education students who enrolled in the "Instructional Technology and Material D...
Engaging preservice EFL teachers in self evaluation and peer evaluation for reflection Gümüşok, Fatma; Çopur, Deniz (null; 2015-05-26) In this study, 27 pre-service EFL teachers were involved in written self-evaluation and peer-evaluation processes as a reflective practice in the first practicum course. At the end of the course, 10 of them were interviewed to gain their insights about these processes. The results show that they gain awareness on their teaching, increase self-confidence, obtain multiple and critical perspectives.

Citation Formats

E. Baran, A.-P. Correia, and A. D. Thompson, “Tracing Successful Online Teaching in Higher Education: Voices of Exemplary Online Teachers,” TEACHERS COLLEGE RECORD, pp. 0–0, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/66342.