Online interaction impacts on learning: Teaching the teachers to teach online

Abstract

This paper explores the importance of interaction in the online

Teaching with wikis: improving staff development through action research

“…Wilson and Stacey (2004) reviewed programs for preparing staff for online teaching, emphasising the importance of situating learning activities in authentic contexts and offering opportunities for staff to share experiences, ideas and reflections as they engage as learners. Doherty (2011) supports the value of a project-based approach for Web 2.0 staff development.…”

“…They indicate that action research was a useful approach for the iterative development of the workshop (Research Question 3), illustrating its practical advantages in informing this staff development approach (Kember and Kelly 1993;Norton 2009) and exploring innovative pedagogy (Laurillard 2008). Development of the model has contributed to addressing the need to prepare staff for online teaching (Wilson and Stacey 2004), relating to the particular opportunities and challenges that Web 2.0 technologies offer (Barnes and Tynan 2007;Dron 2007). Our findings support the value of a project-based approach for Web 2.0 staff development (Doherty 2011), by embedding it in an authentic, online context (Wilson and Stacey 2004).…”

“…Development of the model has contributed to addressing the need to prepare staff for online teaching (Wilson and Stacey 2004), relating to the particular opportunities and challenges that Web 2.0 technologies offer (Barnes and Tynan 2007;Dron 2007). Our findings support the value of a project-based approach for Web 2.0 staff development (Doherty 2011), by embedding it in an authentic, online context (Wilson and Stacey 2004).…”

Teacher as Student: Lessons Learned in an Online Teaching Fellows Program

“…Participants' comments in a post survey said that experiencing the training as a student was useful for designing online activities and changing face-to-face strategies to reflect the unique situations in online courses. Wilson & Stacey (2004) embrace a flexible model for online learning using local and/or discipline-specific ideas and practices with an emphasis on innovation rather than on technology. They point to an emphasis on group collaborative learning in a professional development setting where faculty can establish teacher presence online and help establish an online learning community.…”

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

“…Sturrock and Early (2007) explained that the use of e-Portfolio is capable as a place to manage visual art and design projects, researching, relating knowledge and becoming committed to on-going professional development and higher-order thinking, as they learn to collect, display, articulate, evaluate, and communicate their ideas. There is a strong support for the notion that e-Portfolio learning environments can be effectively used to support constructivism and transformative learning (Reushle, 2005;Wilson, 2004) and the advantages may be limitless. The building of content knowledge and skills was documented as a referral for future references.…”