Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time

Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time

Bronwen Cowie, Elaine Khoo
ISBN13: 9781522554721|ISBN10: 1522554726|EISBN13: 9781522554738
DOI: 10.4018/978-1-5225-5472-1.ch014
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MLA

Cowie, Bronwen, and Elaine Khoo. "Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time." Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 258-275. https://doi.org/10.4018/978-1-5225-5472-1.ch014

APA

Cowie, B. & Khoo, E. (2018). Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time. In I. Management Association (Ed.), Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 258-275). IGI Global. https://doi.org/10.4018/978-1-5225-5472-1.ch014

Chicago

Cowie, Bronwen, and Elaine Khoo. "Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time." In Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 258-275. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5472-1.ch014

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Abstract

The chapter focuses on how time and the temporal aspects of the affordances and constraints of the online environment can be leveraged as a resource in online learning community development. It provides an analytical case study account of the experiences of a lecturer and his students in a fully online research methods Masters level graduate course in a tertiary institution in New Zealand. Although very experienced in teaching the course in face-to-face contexts, the lecturer was a novice with regards to teaching online. Over the period of the course, the lecturer came to realise how the structure or strict linearity of interactions over time, as they are experienced in face-to-face settings, can be disrupted in online settings. The chapter illustrates how the lecturer used time as a resource through the orchestration of multiple roles (pedagogical, managerial, social, and technological) and the introduction and fading of scaffolds focused on nurturing a learning community integral to fostering student learning. Course curriculum and assessment redesign coupled with the lecturer's orchestration of roles supported students to take more responsibility for their own and the group's learning as part of deepening their understanding of education research methods.

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