Enhancing the Facilitation of Online Groups in Higher Education: A Review of the Literature on Face-to-Face and Online Group-Facilitation

Autor/inn/en	Thomas, Glyn; Thorpe, Stephen
Titel	Enhancing the Facilitation of Online Groups in Higher Education: A Review of the Literature on Face-to-Face and Online Group-Facilitation
Quelle	In: Interactive Learning Environments, 27 (2019) 1, S.62-71 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Glyn) ORCID (Thorpe, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1451897
Schlagwörter	Online Courses; Educational Technology; Technology Uses in Education; Interaction; Teacher Student Relationship; Computer Mediated Communication; Group Instruction; Asynchronous Communication; Higher Education; College Faculty; College Students + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerkonferenz; Gruppenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Collegestudent
Abstract	There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how "teacher presence" is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01