Support novice online teachers by introducing them to a larger pedagogical framework within which design decisions can be located¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Drawing on Goodyear et al. (2001), the authors recommend that novice online teachers be supported and introduced to the larger pedagogical scheme of things, so that individual design decisions and pedagogical commitments can be understood and located within it. They write that "the novice teacher needs to be supported and introduced in the larger pedagogical scheme of things". Effective online teachers also think longitudinally through the levels of a pedagogical framework and group dynamics, connecting high-level values with moment-by-moment teaching.

Design Implications¶

Context¶

Requirements¶

• a larger framework within which individual design decisions and pedagogical commitments can be understood and located

Constraints¶

• based on one beginner tutor's experience in one workshop; the authors call for further carefully constructed multi-method research

Target Learners¶

• novice online teachers and tutors

Target Learning Goals¶

• developing online tutoring competence and confidence

Related Strategies¶

• Provide NLCs with repeated feedback on SNA, content and contextual analysis during their activity so they can reflect strategically on performance
• Design AI-related teacher professional development as practice-oriented, case-based and connected to teachers' real pedagogical decisions

Examples¶

-

Key Sources¶

• de Laat, M., Lally, V., Lipponen, L. & Simons, R.-J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, vol. 35, no. 3, pp. 257-286. https://doi.org/10.1007/s11251-006-9007-0