Moving to a New Land: A Case Study of Secondary Teachers’ Experience of Online Teaching

Moving to a New Land: A Case Study of Secondary Teachers’ Experience of Online Teaching

Qing Li, Janet Groen
Copyright: © 2012 |Pages: 13
DOI: 10.4018/ijopcd.2012070102
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Abstract

In this paper, the authors seek, through the theoretical framework of situated cognition learning theory, to document and understand the experiences and views of teachers who are in their first year of instructing secondary students online. Using a case study methodology, the authors captured these secondary teachers’ perceptions of their most successful experiences in teaching online students, as well as their view of the challenges and difficulties they experienced in this transition. In turn, the authors wished to determine what supports are needed for secondary teachers to ease their transition to this new land. Three salient themes emerged through the analysis of data: interacting with students, interacting with and adapting curriculum, and pedagogical approaches and engaging in self-reflection on their role as teacher which led to deeper questions of establishing teacher – student relationships and effective e-pedagogy.
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Schools are shifting toward a blended model of learning to integrate and support learning technologies and incorporate new learning strategies that are student-centred, authentic, inquiry-based, and collaborative (Dikkers, Lewis, & Whiteside, 2011; ISTE, 2000). This shift has often resulted in increased pressure on teachers to build online courses, modify existing courses to include online components, and/or teach in a distributed environment that blends online with more traditional, face-to-face methods, requiring a dramatic change in the roles and responsibilities of teachers (Kerr, 2011; Reyes-Mendez, Torres-Velandia, Harrison, & Moonah, 2003). The following review of related literature focuses on the transition teachers undergo as they adapt to this new land.

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