Student, Teacher, Professor: Three Perspectives on Online Education

Autor/in	Pearcy, Mark
Titel	Student, Teacher, Professor: Three Perspectives on Online Education
Quelle	In: History Teacher, 47 (2014) 2, S.169-185 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	Online Courses; Electronic Learning; Student Attitudes; Teacher Attitudes; Teaching Methods; Instructional Innovation; Technology Integration; Technology Uses in Education; Influence of Technology; Classroom Techniques; Chalkboards; Courseware; Open Education; Relevance (Education); History Instruction; Perspective Taking; Educational Development; Educational Change; Educational Practices + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenführung; Chalkboard; Wandtafel; Lernsoftware; Offene Erziehung; Offener Unterricht; Relevance; Relevanz; History lessons; Geschichtsunterricht; Zukunftsperspektive; Bildungsentwicklung; Bildungsreform; Bildungspraxis
Abstract	Today, a third of American children regularly use computer tablets, while over 40% use smartphones and 53% regularly use laptops in their home. While this is encouraging there is still considerable debate about the shape and direction technology should take in school, particularly online education making it necessary for educators to change in their beliefs about pedagogy and learning. In this article, the author, visualizes himself from three perspectives regarding online education, that of "student," "teacher," and "professor." From the perspective of "student:" online education has been a staple of many universities in American education since at least the 18th century. The advantages of this setting were clear as students had the capacity to interact with their professor in a manner that was absent from traditional online experiences. Similarly, the instructor could solicit answers to problems posed, and could respond directly and immediately to feedback or questions. From the perspective of "teacher:" as technology filtered into schools, teachers began to integrate it into their planning and instruction. The chalkboard was traded in for an interactive Smart Board, and a projector bolted to the ceiling supplanted the TV/VCR cart. It became apparent that most teachers were relying on the Internet for information gathering, for planning, or for basic research purposes for students. Today, nearly every teacher has his/her own website that connect students with resources outside of their classroom or school. From the perspective of "professor:" no matter how adept one may be at integrating an online component to a given class, there is always the possibility that "we acquire a new set of skills, as technology changes require. The experience in online education world, from an instructor's perspective, acknowledges they must become familiar with the virtues and drawbacks of this instructional approach. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10