Author Faculty (Discipline)

Education

Document Type

Article

Publication Date

8-20-2015

Journal

Issues in Educational Research

Volume Number

25

Issue Number

3

Page Numbers

319-344

ISSN

1837-6290 (Online)

Embargo Period

8-20-2015

ANZSRC / FoR Code

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

Reportable Items (HERDC/ERA)

C1

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.

Link to publisher version (DOI)

http://www.iier.org.au/iier25/northcote.pdf

Peer Review

Before publication

Grant Number

SD15-5203

Comments

Used by permission: Issues in Educational Research and the author(s).

Associated Research Project

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

Included in

Education Commons

Share

COinS