Download - The Art Of Teaching Online
The Art of Teaching Online
M. Cleveland-Innes, AU
Learning Services Conference 2009
Edmonton, Alberta
Agenda
•Considering the art and craft of teaching
•The reality of online teaching
•Research on components of online teaching
•Discussion
The Argument
•Teaching online constitutes a new role for the teacher.•In this new role, support for learner independence and interdependence will be mixed with the most innovative and creative delivery options.•The complex role of online teacher will take a dynamic, flexible quality in the nature of bricoleur – using all that is available to create learning.
What is teaching?
To teach is to cause to know a subject, or how things work; to teach is to foster learning.
Who is the teacher?
Teaching online
Despite the considerable, growing interest in online education, most studies have
focused only on the students’ perspective. Merely a handful of studies have
attempted to address the teachers’ perspectives and little has been published
on the online teaching experience itself.
Gudea, 2008
Teaching as an art form
Art: the conscious use of skill and creative imagination in the production of objects
Teaching as a craft
Craft: the use of skill in planning, making or executing.
A bricoleur is one who creates or crafts from a diverse range of materials and tools which happen to be available.
The teacher as bricoleur makes a series of professional judgments about what and how to teach.
Honan, 2006
The online teacher as bricoleur makes a series of professional judgments about what and how to teach using
the diverse range of material and tools available..
Online teacher as bricoleur
With what do we putter?
• What are the available tools?http://www.youtube.com/watch?v=G9XH-vYoiio
• How do we use them?http://www.youtube.com/watch?v=EIu8e3I67HQ
• What are the most important tools and teaching methods?
Community of Inquiry Framework http://communityofinquiry.com
Social PresenceThe ability of participantsto identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.
Cognitive PresenceThe extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry.
Teaching PresenceThe design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
Student adjustment
Direct instruction
I find that there is little instruction provided, but that is okay with me
It was a challenge for many initially to need to be so self reliant
Facilitating discourse
The instructor's role was limited to facilitation
Difficulty coming to grips with the fact that instructor allows students to regulate discussions
Design & organization
Take a lot more responsibility for time management and initiating work
Had to go through the marking of my assignment to know the actual requirements
Findings
0
100
200
300
400
500
600
700
800
900
social cognitive teaching emotion
utterances
666
172145
809
Q6 Q11 Q19 Q23 Q25 Q26 Q27
Q2
Q29
Q7
Q8
Q10
Q14
Q15
Q20
Q22
Q24
Q5
Q33
Q1
Q30
Q4
Q12
Q13
Q16
Q17
Q18
Q21
Q28
Q3
Q32
.41* .59* .67* .82* .68* .68* .49*
.40(.10)*
.57*
.77*
.77*
.76*
.70*
.71*
.51*
.58*
.74*
.66*
.73*
.50*
.52(.11)*
.51(.09)*
.74*
.55*
.71*
.44*
.72*
.72*
.75*
.78*
.74*
.70*
.83*
.86* .03(.07)
-.02(.07)
-.04(.07)
-.03(.05) .03(.07)
.10(.05)*
Figure 2: Model of the relationships among teaching, cognitive and social presence
Q31 Q34
.80* . 70*
* Significant at .05
Q9 .64
Gender Program
Program Gender
1.00 1.00
( ) Standard Error
SOCIAL PRESENCE
COGNITIVE PRESENCE
TEACHING PRESENCE
SOCIAL PRESENCE
Elements of online teaching
Learning theory +
Embedded material
TechnologyX Factor
The value of online learning
http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.
The Argument
•Teaching online constitutes a new role for the teacher.•In this new role, support for learner independence and interdependence will be mixed with the most innovative and creative delivery options.•The complex role of online teacher will take a dynamic, flexible quality in the nature of bricoleur – using that which is available to create learning.
