In web-based high-school distance education, e-teachers widened the object of their teaching activity toward more independent and engaged forms of learning¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? E-teachers in a distributed online high-school program expanded the object of their activity to involve more independent and engaged forms of learning, moving away from the teacher as source of knowledge. → Murphy 2009
q2 i? E-teachers described evolving from lecturing as in face-to-face classrooms toward facilitating student-controlled learning online. → Murphy 2009
Evidence¶
Murphy 2009¶
Murphy, E., & Rodriguez-Manzanares, M. A. (2009). Sage without a Stage: Expanding the Object of Teaching in a Web-Based, High-School Classroom. International Review of Research in Open and Distance Learning, 10(3). https://www.irrodl.org/index.php/irrodl doi:10.19173/irrodl.v10i3.579
q2 · i? · qualitative · r2
Qualitative interview study of 13 e-teachers plus seven management/support personnel, with second-round interviews with 12 of the 13 teachers, in Newfoundland and Labrador's web-based high-school program. The discussion states the object of activity "had become widened to involve more independent and engaged forms of learning."
"The metaphors of sage on the stage and source ceased to have a reference point because in the distributed online classroom there was no longer a stage or a single, central source. The object of the activity of the e-teachers had become widened to involve more independent and engaged forms of learning."
Discussion¶
Related Claims¶
-
Community projects need conceptual framing to avoid narrowing the learning object — the general claim this finding bears on, with the studies behind it
- The change in tools caused the most disruption in e-teachers' activity system, replacing body language and visual cues with text and voice mediation — related
- Fortnightly web conferences with open-ended discussion supported students' academic and social engagement and community formation — related
- Blended teaching shifted the teacher's self-identity from facilitator to co-facilitator and co-designer with students — related
- Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
- Online peer assessment shifts instructional assessment from teacher-controlled to a combination of teacher assessment and student peer assessment — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
e-teachers-widen-object-toward-independent-learning |
aliases |
e-teacher-shift-to-facilitator-role |
title |
In web-based high-school distance education, e-teachers widened the object of their teaching activity toward more independent and engaged forms of learning |
description |
In web-based high-school distance education, e-teachers widened the object of their teaching activity toward more independent and engaged forms of learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — murphy-2009 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.