Support e-teachers' transition with professional development focused on reflecting on online-versus-F2F differences and the potential of the tools¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on their findings, the authors recommend that e-teachers need opportunities to reconcile past and present forms of practice. This reconciliation "might be accomplished through professional development experience s that focus reflection on the differences between what is possible or not possible in an online versus a F2F classroom." They also recommend opportunities to envisage the potential of the tools for learner-centered approaches, ongoing dialogue and open communication to communicate the organizational roadmap, and note that pre-service education programs may not be preparing teachers for online teaching.

Design Implications¶

Context¶

Requirements¶

• Professional development must focus reflection specifically on differences between online and face-to-face classroom possibilities

Constraints¶

• The recommendation arises from a single-context interview study; the authors note other data sources such as observations might have provided different insights

Target Learners¶

• e-teachers new to web-based high-school teaching
• pre-service teacher education programs

Target Learning Goals¶

• reconciling historical F2F practice with online practice
• supporting learner-centered approaches with online tools

Related Strategies¶

• Develop ICAP-based activity prompts, revise templates, and provide professional development for online course designers
• Provide professional development programs so teachers learn to implement self-regulated learning strategies in their lessons

Examples¶

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Key Sources¶

• 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