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Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design

Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design

Maria Northcote, Kevin P. Gosselin, Daniel Reynaud, Peter Kilgour, Malcolm Anderson, Chris Boddey
Copyright: © 2017 |Pages: 24
ISBN13: 9781522509684|ISBN10: 1522509682|EISBN13: 9781522509691
DOI: 10.4018/978-1-5225-0968-4.ch011
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MLA

Northcote, Maria, et al. "Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design." Handbook of Research on Humanizing the Distance Learning Experience, edited by Maria Northcote and Kevin P. Gosselin, IGI Global, 2017, pp. 232-255. https://doi.org/10.4018/978-1-5225-0968-4.ch011

APA

Northcote, M., Gosselin, K. P., Reynaud, D., Kilgour, P., Anderson, M., & Boddey, C. (2017). Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design. In M. Northcote & K. Gosselin (Eds.), Handbook of Research on Humanizing the Distance Learning Experience (pp. 232-255). IGI Global. https://doi.org/10.4018/978-1-5225-0968-4.ch011

Chicago

Northcote, Maria, et al. "Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design." In Handbook of Research on Humanizing the Distance Learning Experience, edited by Maria Northcote and Kevin P. Gosselin, 232-255. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0968-4.ch011

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Abstract

In today's higher education environment, online education has become a rich and nuanced medium characterized by a dynamic and progressive use of technology. These technological advancements require research-informed guidelines and practices to facilitate understanding of how they can be used to foster positive outcomes in distance education contexts. By employing a mixed-methods multiphase design case study at Avondale College of Higher Education, the authors examine the challenges, self-confidence and threshold concepts, or transformative, conceptual understandings that academic faculty staff experience while engaging in distance education course design. The authors examine how these threshold concepts, attitudes and skills can be used to inform the design of professional development programs for academic staff who teach in online contexts. The results and associated recommendations of the six-year investigation are presented to inform professional development programs that aim to improve the quality of online teaching, course design and learning experiences of students.

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