Our first time: two higher education tutors reflect on becoming a ‘virtual teacher’

Ham, Vince; Davey, Ronnie

doi:10.1080/01587910500168017

Cited by 42 publications

(24 citation statements)

References 2 publications

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“…There are a large number of these studies authored by individual faculty investigators, all focus on a description of the project and the student learning outcomes (e.g., Ham & Davey, 2005;Herington & Weaven, 2008;Raubenheimer & Myka, 2005;Walser, 2009). While, in this study, we also describe the project conducted by each team, we take a broader view than these studies in that we are also interested in the individual's experience of the research process itself and of teamwork.…”

Section: Related Literaturementioning

confidence: 99%

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Exploring the Experiences of Faculty-led Teams in Conducting Action Research

Zhang

Amundsen

2015

cjsotl-rcacea

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Action research has been suggested as a useful way to support university faculty to improve teaching and learning. However, there seems to be little knowledge about how faculty (and those who work with them) experience the process of doing action research. In order to explore team members’ in-depth experience about what they learned and how they experienced conducting action research, this study documented the experiences of two action research project teams supported through an initiative at Simon Fraser University, the Teaching and Learning Development Grants program (TLDG). Using case study methodology, multiple types of data were collected and analyzed through an iterative process. The results showed that all the team members perceived they had developed professional knowledge through participating in the projects. Most team members perceived a positive experience of teamwork as well as satisfaction with the experience of conducting action research. On a suggéré que la recherche-action était un moyen efficace pour aider les professeurs d’université à améliorer l’enseignement et l’apprentissage. Toutefois, on semble ne pas avoir beaucoup de détails sur la manière dont les professeurs (et ceux qui travaillent avec eux) font l’expérience de la recherche-action. Afin d’explorer l’expérience profonde des membres d’un groupe relative à ce qu’ils ont appris et comment ils ont vécu cette recherche-action, cette étude documente les expériences de deux groupes qui ont participé à un projet de recherche-action dans le cadre d’une initiative organisée par le programme des TLDG (Teaching and Learning Development Grants) de l’Université Simon Fraser. Grâce à la méthodologie des études de cas, divers types de données ont été recueillies et analysées au moyen d’un processus itératif. Les résultats ont montré que la participation au projet avait permis à tous les membres des groupes d’acquérir des connaissances professionnelles. La plupart des membres ont indiqué qu’ils avaient vécu une expérience de travail de groupe positive et qu’ils étaient contents d’avoir mené des activités de recherche-action.

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Section: Related Literaturementioning

confidence: 99%

“…There are many published accounts of individual faculty members' investigations, describing what they did and what the student learning outcomes were (e.g. Ham & Davey, 2005;Walser, 2009). However, there is relatively little published about what faculty and those who worked with them experience and learn by engaging in the action research process itself.…”

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confidence: 99%

Exploring the Experiences of Faculty-led Teams in Conducting Action Research

Zhang

Amundsen

2015

cjsotl-rcacea

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“…Although it might be difficult to maintain synchronous delivery of lectures due to some of the commercial realities, added functionalities such as 'near' face-to-face contact via video streaming and other technologies cater to a higher degree of pedagogic needs of the learners (Ham and Davey, 2005). Asynchronous delivery methods on the other hand, according to Chung et al (2006), offer flexible advantages for learners.…”

Section: Literature Review Distance Learning Developmentsmentioning

confidence: 99%

“…This setting, where social interactions emerge is argued to be exceptionally important to the development of learners (Fulford and Zhang, 1993;Bates, 2000); and, in the context of this paper, the term 'social interactions' is taken as meaning "an appropriate guidance and support network to learners, face-to-face eye contact, body language, feedback to and from learners, and interactions with co-learners" (Ingirige et al, 2005, p. 8). Thus, the lack of social interactions often attributed to distance learning programmes can tend to leave learners feeling isolated, thereby missing engagement, direction, guidance and support (Ham and Davey, 2005;Salmon, 2002).…”

Section: Introductionmentioning

confidence: 99%

Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

Ingirige

Goulding

2009

Journal for Education in the Built Environment

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Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness.

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“…Her new typology includes facets of online communication in educational environments such as purpose, topic, tone and activity. Claimed benefits of the asynchronous and virtual worlds are opportunities for multiple connections, the easy storage and manipulation of the text, the opportunity to interact more thoughtfully, to more people, more often, in a way in which both teacher and student feel comfortable (Ham & Davey, 2005). Other HE-level studies report advantages such as extending classroom discussions, increasing time management ability, selfdirective behaviour, self-confidence and self-discipline (Hammond & Wiriyapinit, 2005;McFerrin, 1999).…”

Section: Terminology and Historymentioning

confidence: 99%

Do You See What I Mean? Computer-Mediated Discourse Analysis

Fitzpatrick¹,

Donnelly²

Critical Design and Effective Tools for E-Learning in Higher Education

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This chapter explores a sociolinguistic approach to computer-mediated communication (CMC), by examining how higher education teachers use digital media to manage interpersonal interaction in their online courses, form impressions, shape and maintain relationships with their students. Previous studies have often focused on the differences between online and offline interactions, though contemporary research is moving towards the view that CMC should be studied as an embedded linguistic form in everyday life.The study of language in these contexts is typically based on text-based forms of CMC, (often referred to as computer-mediated discourse analysis). Within this, focus in the chapter is on the devising and implementation of pragmatic linguistics of online interactions; at a high level this refers to meaning-making, shared belief systems and intercultural differences; at a specific level this includes issues such as turn-taking and the sequential analysis and organisation of virtual 'interlocution'.

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Our first time: two higher education tutors reflect on becoming a ‘virtual teacher’

Cited by 42 publications

References 2 publications

Exploring the Experiences of Faculty-led Teams in Conducting Action Research

Exploring the Experiences of Faculty-led Teams in Conducting Action Research

Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

Do You See What I Mean? Computer-Mediated Discourse Analysis

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