Author Faculty (Discipline)

Education

Document Type

Conference Proceeding

Publication Date

12-2017

Publication Details

This conference paper was originally published as:

Northcote, M., Gosselin, K., Kilgour, P., McLoughlin, C., & Boddey, C. (2017). Using threshold concepts about online teaching to support novice online teachers: Designing professional development guidelines to individually assist academic staff (me”) and collectively guide the institution (“us”). In H. Partridge, K. Davis, & J. Thomas (Eds.), Me, Us, IT!. Paper presented at the 34th International Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, University of Southern Queensland, Toowoomba, 4-6 December (pp. 328-336). Tugun, Australia: ASCILITE. Retrieved from http://2017conference.ascilite.org/wp-content/uploads/2017/11/ASCILITE-2017-Proceeding.pdf

ANZSRC / FoR Code

130103 Higher Education| 130306 Educational Technology and Computing| 130313 Teacher Education and Professional Development of Educators

Reportable Items

E1

Abstract

As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. This paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the "me" level) are provided along with recommendations for the institution (at the "us" level).

Comments

Used by permission: the authors

This conference paper is made available under the terms of a Creative Commons Attribution 4.0 International licence.

This conference paper may be accessed from the publisher here.

Included in

Education Commons

Share

COinS