Author Faculty (Discipline)

Education

Document Type

Article

Publication Date

12-2019

Journal

Online Learning Journal

Volume Number

23

Issue Number

4

Page Numbers

336-353

ISSN

2472-5730

Embargo Period

12-8-2019

ANZSRC / FoR Code

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

Avondale Research Centre

Centre for Advancement of the Scholarship of Teaching and Learning

Reportable Items (HERDC/ERA)

C1

Abstract

The professional development of online teachers is now commonplace in higher education. Alongside the relatively straightforward decision to provide professional learning support for novice and experienced online educators within universities, decisions about the nature and content of such support are not always as clear cut. The study aimed to gather evidence about the online teaching and learning experiences and views of current students and staff which, in turn, informed a set of pedagogical guidelines that could be used as the basis of professional learning programs for novice online teachers. Using a mixed methods research design, data were gathered using questionnaires, reflective journals, and focus groups to determine the threshold concepts about online teaching and perceptions of ideal online learning environments. As well as identifying threshold concepts about online teaching and perceptions of teachers’ and students’ ideal views of online learning contexts (reported elsewhere), the study produced curricular guidelines to inform the design of professional development outputs for online teachers in higher education. This article reports on an example of how these professional development guidelines, based on identified threshold concepts of online pedagogy, were implemented at one higher education institution to provide wide-scale implementation of a professional development program for academic staff engaged in online teaching.

Link to publisher version (DOI)

http://dx.doi.org/10.24059/olj.v23i4.1573

Peer Review

Before publication

Grant Number

SD15-5203

Comments

Used by permission: the author(s).

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Associated Research Project

https://research.avondale.edu.au/research_documentation/13/

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