Teaching Online: A Theory-Based Approach to Student Success

Autor/in	Andrade, Maureen Snow
Titel	Teaching Online: A Theory-Based Approach to Student Success
Quelle	In: Journal of Education and Training Studies, 3 (2015) 5, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Success; Online Courses; Teaching Methods; Educational Theories; Faculty Development; Guidelines; Personal Autonomy; Capacity Building; Distance Education; Curriculum Design; Course Organization; Independent Study; Integrated Curriculum; Electronic Learning; Case Studies + Suchen Sie Ihr Suchwort? Erfolg; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Richtlinien; Individuelle Autonomie; Distance study; Distance learning; Fernunterricht; Lehrplangestaltung; Course organisation; Kurskonzept; Selbststudium; Case study; Fallstudie; Case Study
Abstract	Concerns about a lack of face-to-face contact with students, a focus on grading rather than teaching, and limited expertise with technology or needed pedagogical strategies, may contribute to instructor reluctance to teach online. The interaction between the instructor and learner and among learners affects the quality and success of online learning, and the learner's ability to master the outcomes associated with the targeted content or skill area as well as the broad outcomes of higher education such as critical thinking, problem-solving, and communication (Association of American Colleges and Universities, 2015). Success in distance courses is associated with the learners' ability to take responsibility for controlling the factors that affect learning (Andrade, 2012; Andrade & Bunker, 2011). This paper presents a framework for instructor training for online teaching, and outlines specific strategies for community building and instructor response aimed at developing learner autonomy. The approach is based on the theories of transactional distance--structure, dialogue, and autonomy (Moore, 2013), self-regulated learning--forethought, performance, self-reflection (Zimmerman, 2002), and collaborative control--peer and instructor collaboration to control factors that affect learning (White, 2003). The theories provide a foundation for training and guide instructors in establishing a quality online teaching and learning experience. The approach is illustrated with a teacher training for online English language instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01