Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas

Davis, Julie M.; Lennox, Sandra; Walker, Susan L.; Walsh, Kerryann

doi:10.20429/ijsotl.2007.010208

Cited by 19 publications

(12 citation statements)

References 29 publications

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“…These systems may influence the selection and development of online resources and affect traditional teaching practices, while also introducing a new layer of complexities into the management of teaching programs (Coates, 2007). Currently however, many of these technologies are tending to focus on the delivery of information rather than on improving the teaching itself (Davis, Lennox, Walker, & Walsh, 2007;Herrington, Reeves, & Oliver, 2005;Malikowski, Thompson, & Theis, 2007;Norton & Hathaway, 2008). Under this mode of operation, academics generate content that they deem appropriate, collect resources, section the information into weekly modules or tasks and pass the information on to students (Norton & Hathaway, 2008).…”

Section: Introductionmentioning

confidence: 99%

Blackboard As An Online Learning Environment: What Do Teacher Education Students And Staff Think?

Heirdsfield

Walker

Tambyah

et al. 2011

AJTE

101

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Section: Introductionmentioning

confidence: 99%

Blackboard As An Online Learning Environment: What Do Teacher Education Students And Staff Think?

Heirdsfield

Walker

Tambyah

et al. 2011

AJTE

101

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“…Whilst, as identified in the review of literature, socio-constructivist learning is central to teacher education (Davis et al, 2007;du Plessis & Naughton, 2008), the data revealed that this approach was not always successfully transferred to the online environment, with only three teachers adopting constructivist pedagogy in their online classrooms. Whilst most teachers acknowledged strong private beliefs about constructivist learning, it was apparent that teachers saw their online pedagogical growth being related to technical confidence, as well as operational confidence with the technology.…”

Section: Discussionmentioning

confidence: 98%

“…Face to face teachers have to re-learn and develop new materials afresh which has led to workload issues (Loch & Reushle, 2008;Price & Oliver, 2007), poor design, and a general sense of disappointment in the medium (Davis, Lennox, Walker, & Walsh, 2007). The outcome has been the perception, that online learning is a poor cousin to face to face learning (Davis et al) which potentially assumes the limitations of a private theory.…”

Section: The Synchronous Online Classroom Design and Facilitation For First Year Studentsmentioning

confidence: 99%

First Year Distance Transition Pedagogy: Synchronous online classrooms

Fasso¹

2013

Int J FYHE

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The design and facilitation of distance online courses for first year students must consider both first year, and distance pedagogy. One technology with the promise to meet the needs of first year distance students is the synchronous online classroom. Teacher practice as they transition from face to face to distance environments is influenced by their private theories about technology and pedagogy. Any limitations posed by these private theories may limit in turn the technological, pedagogical and content knowledge of the teachers -TPACK. This paper reports on the case of a regional university as it transitions to online, distance learning in the first year context, with a particular focus on pedagogy in the online classroom. It contributes to the first year pedagogy literature by considering the influences of existing practice of university teachers in the transition to distance learning with a particular focus on synchronous web-based tutorials. It provides recommendations to other institutions in terms of transition strategies, the pedagogical and learning benefits that are enabled and professional development needs of teachers.

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“…While mass delivery of online learning in large numbers is one of the advantages of an online platform, the effectiveness of this from a student perspective has also been called in to question–with a range of challenges and benefits identified surrounding cohort size, group interaction and learning outcomes (Hamann et al, 2012 ; Hurst, 2020 ). Staff have also identified similar benefits and challenges (Palmer & Holt, 2014 ; Davis et al, 2007 .)…”

Section: Introductionmentioning

confidence: 95%

Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer

et al. 2022

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In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher Education (HE). While the situation was unprecedented, extant literature on online learning suggested there would be challenges, opportunities, and benefits to this transition, and we sought to understand these via a case study of one UK HEI department at this time. To draw out in-depth and nuanced accounts of this (at time of investigation–unstudied) scenario, qualitative data were collected via semi-structured online interview or written reflection. To explore, identify and understand the experiences from both sides, and with a diverse sample, we purposively recruited both staff (n = 10) and students (n = 12), from various roles and backgrounds, including those with additional learning and/or mental health needs. The ‘bricolage’ data were analysed inductively, utilising a latent reflexive approach, and organised into a framework around five core themes: ‘methods and means of engagement’; ‘learning maintenance, destruction and construction’; ‘remote education and resource accessibility and literacy’; ‘support and communication’; and ‘life and learning: responses, adaptations and impacts’. Within these, a range of challenges, successes and, most importantly, future learning and innovation outcomes were identified by staff and students, particularly relevant to working with and supporting students with additional needs in the online learning forum. These discoveries informed a set of practical recommendations, provided here in Box 1, for (rapid implementation of) online learning (in times of stress).

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Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas

Cited by 19 publications

References 29 publications

Blackboard As An Online Learning Environment: What Do Teacher Education Students And Staff Think?

Blackboard As An Online Learning Environment: What Do Teacher Education Students And Staff Think?

First Year Distance Transition Pedagogy: Synchronous online classrooms

Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer

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