Defining the role adjustment profile of learners and instructors online

Burkle, Martha; Cleveland-Innes, Martha

doi:10.24059/olj.v17i1.321

Cited by 10 publications

(8 citation statements)

References 21 publications

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“…Hence, this adaptation process will be effective and efficient if it is supported by training opportunities together with best practices for implementing those roles (Burkle & Cleveland-Innes, 2013;Al-Salman, 2011;Liu, Bonk, Magiuka, Lee, & Su, 2005). Similarly, Queiroz (2003) said that "Each medium requires different approaches to be used.…”

Section: Discussionmentioning

confidence: 99%

Competencies for e-Instructors: How to Qualify and Guarantee Sustainability

Gülbahar

Kalelıoğlu

2015

CONTEMP EDUC TECHNOL

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e-Learning is becoming more popular than ever with the advent of new technologies and new inventions for teaching and learning. Hence, competent e-Instructors are key to successful e-Learning implementations and they should have the appropriate skills and experience for the effective implementation of e-Learning and blended learning. e-Instructors are instructors who might well be very experienced in teaching-learning contexts and even possess a high level of technology literacy. However, being an experienced instructor and possessing advanced skills of using technology does not necessarily lead to an instructor becoming an effective e-instructor. The purpose of this article is to understand which competencies are needed to be an effective e-Instructor and how can we help individuals to acquire these skills? In order to answer these questions, a broad literature review will help understand what the accepted competencies are for e-Instructors, any existing strategies for professional development, possible challenges to this process and any known solutions. Ongoing professional development is essential for being a role model for learners and for effective usage of technological environments. Based on the facts and research results in parallel with the advancement in the technological world as instructors, they should keep themselves up-to-date according to e-competencies defined for instructors and continue searching to make this process easier for both instructors and learners to become more effective. Consequently, future research studies can focus on the strategies and methods for self-determined, self-paced and personalised instruction to cope with the e-instructor competencies.

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Section: Discussionmentioning

confidence: 99%

Competencies for e-Instructors: How to Qualify and Guarantee Sustainability

Gülbahar

Kalelıoğlu

2015

CONTEMP EDUC TECHNOL

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“…The discussion forum has been the preferred format for conducting discussions in online classes (e.g., Bernard et al., 2009; Burkle & Cleveland-Innes, 2014). However, research on online discussions has tended to emphasize the traditional use of discussion forums wherein students are expected to learn by expressing their views on specific topics (e.g., Pelz, 2011).…”

Section: Background Literaturementioning

confidence: 99%

How Group Size and Structure of Online Discussion Forums Influence Student Engagement and Learning

Peddibhotla

Jani

2019

Journal of Educational Technology Systems

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There are many challenges to simulate the experience of a professional facing a complex situation in a discussion of a case study using an online discussion forum. The current research examines the role of two aspects of discussion forum format (group size and discussion structure) on two outcome variables (student engagement and learning). We hypothesized that more structured discussions would better enable student learning but be worse in facilitating student engagement compared with less structured discussions. We also hypothesized that larger group sizes will be more conducive to student learning but be less effective at student engagement when compared with smaller group sizes. Our study found that neither discussion forum structure nor group size influenced either student engagement or learning independently. However, they did have a significant interaction effect on both student learning and student engagement.

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“…Among these are findings that demonstrate online classes are more successful in supporting deep learning when characterized by a community of inquiry and the positive impacts of collaborative learning (Wang & Hannafin, 2005). Burkle and Cleveland-Innes (2013) provided beneficial research-based outcomes (e.g., active engagement for learning, increased response opportunities, and more in-depth responses to questions) regarding accessibility and inclusivity. Collins and Galyon-Keramidas (2006) identified critical components of effective online course design and execution that are positively correlated with successful outcomes.…”

Section: Delivering Trainingmentioning

confidence: 99%

Preparing Special Education Higher Education Faculty

deBettencourt

Hoover

Rude

et al. 2016

Teacher Education and Special Education: The Journal of the Tea

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There is a well-documented need for leadership personnel who are prepared at the doctoral level to fill special education faculty positions at institutions of higher education (IHEs) and train the next generation of teachers. The intersection of continued retirements of special education faculty, shortage of well-prepared special education faculty to fill those positions, and changing preK-12 student demographics provides unique challenges to special education doctoral leadership preparation programs. Although a variety of variables influence special educator preparation in 21st-century schools, five contemporary issues (i.e., changing roles, evolving diversity, need for funding support, situating doctoral trainees in teacher training, and training delivery models) rise to a level highly relevant to special educator preparation at the doctoral level. In this article, the authors explore this complex landscape and offer policy recommendations to strengthen and update special education higher education leadership preparation.

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Defining the role adjustment profile of learners and instructors online

Cited by 10 publications

References 21 publications

Competencies for e-Instructors: How to Qualify and Guarantee Sustainability

Competencies for e-Instructors: How to Qualify and Guarantee Sustainability

How Group Size and Structure of Online Discussion Forums Influence Student Engagement and Learning

Preparing Special Education Higher Education Faculty

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