Navigating Learning Journeys of Online Teachers: Threshold Concepts and Self-Efficacy

Autor/inn/en	Northcote, Maria; Gosselin, Kevin P.; Reynaud, Daniel; Kilgour, Peter; Anderson, Malcolm
Titel	Navigating Learning Journeys of Online Teachers: Threshold Concepts and Self-Efficacy
Quelle	In: Issues in Educational Research, 25 (2015) 3, S.319-344 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Online Courses; Universities; Self Efficacy; Teacher Attitudes; College Faculty; Mentors; Faculty Development; Teaching Methods; Comparative Analysis; Program Development; Instructional Design; Concept Formation; Questionnaires; Journal Writing; Reflection; Measures (Individuals); Learning Processes; Texas + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; University; Universität; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Concept learning; Begriffsbildung; Fragebogen; Zeitschriftenaufsatz; Messdaten; Learning process; Lernprozess
Abstract	Higher education institutions are developing more and more online courses to supplement and augment the courses they offer in on-campus modes. In fact, some universities now offer the majority of their courses through online contexts. However, for academic staff who design and teach these courses, the transition from teaching on-campus courses to teaching in online learning environments is not always speedy or smooth. Academic teaching staff require support, mentoring and professional learning programs to develop their existing capacities and apply them to an online context. This paper reports on Phase 2 of a research project, which takes into consideration the cumulative effect of tailored professional development measures implemented in response to findings in Phase 1. The three aims were: 1) to identify the threshold concepts that teaching staff develop when they learn about online learning and teaching; 2) to compare self-efficacy levels and threshold concepts of staff who are experienced or inexperienced in online learning and teaching; and 3) to develop customised professional learning programs and resources to extend the online teaching and course design skills of academic staff. Findings from the study are outlined by identifying threshold concepts, threshold attitudes and self-efficacy levels of online educators and the implications these findings have for designing professional development programs in higher education contexts. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01