A Pedagogical Continuum: The Journey from Face-to-Face to Online Teaching
Summary (3 min read)
Introduction
- The move towards web-enhanced or online learning offers new opportunities, but also new challenges for both instructors and students (Downing & Dyment, 2013).
- There is a need for knowledge of how to work effectively online and effective preparation of high quality appropriate pedagogical practices that may in turn be picked up by the pre-service teachers as part of their practices when teaching with technology.
- A lack of instructor readiness to move from face-to-face teaching to online teaching results in instructors trying to replicate face-to-face teaching online and not capitalizing on the online setting (Bonk & Dennen, 2003; Oliver, 2001; Palloff & Pratt, 2013).
- When instructors begin to innovate they try new ways of thinking and acting.
- It will describe their perspectives and practices as they reflected on their new approaches to teaching and the resulting student learning.
Technology, teaching and learning
- Technology has been used to enhance learning in all education sectors and environments.
- One might see technology enabled learning as a continua starting with traditional face-to-face teaching and finishing with fully online teaching.
- Online teaching occurs when for the most part the content is available online as are the discussions.
- That is, “[i]ndividuals who are looking to use emerging communication technologies (in teaching and learning) suffer similar difficulties and challenges as those who travel physically to different cultures” (San Jose & Kelleher, 2009, p. 471).
- The resistance to online teaching is a natural result of ecoshock where instructors (and students) have yet to establish a comfortable way of working within the new environment.
Instructor Role
- The concept of ecoshock suggests that contemporary teaching approaches where education is transformed through the use of technology and the resulting changes in the role of educators do not align with instructor expectations of effective learning and teaching opportunities.
- Teaching presence is the key presence as it impacts on social and cognitive presence.
- The roles are not isolated in that there is overlap between them.
- Promotes trust and support among participants but also enables student to challenge others in respectful ways.
- It requires the online instructor to be responsive to messages, be flexible, set clear expectations, and not overload the content and activities.
Background to the journey
- This chapter describes the journey of two teacher educators as they travel along the continuum from face-to-face to blended to online teaching.
- Both instructors were highly experienced teaching in face-to-face contexts.
- The data were collected from archived online discussion forums, course document analysis, interviews and reflections from the instructors.
- The following research questions guided the investigation:.
Pedagogical Role
- The pedagogical role of the instructor is the intellectual and task based activities completed prior to and during the running of the course.
- Alison decided to “sit back to see if other students responded” rather than be “quick to get in and respond to students immediately”.
- The hope was to increase quantity and quality of discussion with increased student participation in online discussion.
- The teaching presence of Scott and Alison changed during this stage; largely due to their ability to reflect on the data provided from their first blended course and then to discuss their concerns with a third person not related to the course.
- They embraced the challenge of teaching online largely because they had seen “good outcomes” from their blended teaching and they developed confidence that online teaching could produce quality learning outcomes.
Social Roles
- Social presence represents the interpersonal relationships established within a learning community.
- In Stage 3, the instructors were very aware of the importance of social presence and its impact on student engagement and also teaching presence.
- Scott uses short videos of himself to try and get a social presence, he shared that it is “not a polished performance but students get to see the real me” he also makes links to his personal webpage.
- This has opened the door for students to talk about themselves – they can respond without a lot of content knowledge and reading – then bring in the literature after”.
- Both Scott and Alison are concerned that there were still a considerable number of lurkers, and that students sometimes emailed personal questions or responses to the instructor rather than posting for all to see.
Managerial Role
- The managerial role of an online instructor includes establishing the content, timelines and assessment for the course.
- Assessment details and technical tips, there was an increased yet informal expectation that the online discussions would form a more integral part of the course and the participants had to find additional time to interact online.
- She revealed that in the online space without visual cues “underlying issues are often not seen and you feel like you are putting out fires”.
- It appears that the managerial aspect of a course depends on the evolution of the course and instructors experience.
- Alison reflected that the role focus for improvement was on “exploring multiple ways to present and represent content”.
Technical Role
- Technical aspects of teaching in blended or online environments include knowledge of how the technologies work and some problem solving strategies for those times when they don’t.
- She uses technology tools assist in building and maintain relationships and support of students on their learning journey.
- He included video clips and linked to his own webpage as a resource.
- Scott engaged new technologies in the design of his courses; he managed his own technical learning; and then shared with others or sought assistance from others as part of his learning journey.
- He found that the biggest changes for teachers were in “authoring of online courses” and the “requirement to provide ongoing technical support to students” (p. 322).
The ongoing journey
- Over time Alison created a deeper personal understanding of blended and online teaching and learning, she reflected that “as it is more familiar to me I’m willing to try new things”.
- The process of being part of this research bought issues to Alison’s attention.
- She felt that she could continue to improve her practice in the online space however she has moved along a continuum of ongoing improvement.
- His perceptions changed over time and he is no longer resistant to online teaching and no longer considers online as inferior to face-to-face teaching.
- Key drivers for change for both instructors can be summarised as: Personal learning through research participation, reflection, collaboration and personal networks;.
Conclusion
- This chapter documented the journey of two teacher educators moving from face-to-face, to blended, to fully online teaching over a four year period.
- The key data source being a series of interviews, to enhance validity, this research was a case study with only two participants at a regional university and the outcomes are highly individualised with limited ability to generalise.
- Having said that, although the instructors were both teacher educators, there is application of the findings for instructors in other disciplines in higher education.
- It can provide the stimulus for a change in nature of thinking about approaches to teaching to gain improved learning outcomes (Hativa & Goodyear, 2001).
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Citations
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References
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...Volery and Lord (2000) suggested that the instructors should change their role from “intellect-on-stage and mentor towards a learning catalyst” (p. 222 – 223) or become the sage on the side (Xin, 2012)....
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Frequently Asked Questions (2)
Q2. What are the future works mentioned in the paper "A pedagogical continuum: the journey from face-to- face to online teaching" ?
The findings can provide an opportunity for future discussions and research in the exploration of the impact on practice as instructors move to teaching online. Future research might involve other instructors across a range of disciplines and institutions ; also the study might be replicated to explore of the change in role and expectations of online learners as they first move from face-to-face learning to online learning. The move to online teaching can be the catalyst for questioning and reflecting on one ’ s philosophy and pedagogical practices.