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Teaching in the Digital Age: Preparation for the Successful Teaching of an Online Course in Teacher Education

Teaching in the Digital Age: Preparation for the Successful Teaching of an Online Course in Teacher Education

Kate Thornton, Brenda Service, Louise Starkey
Copyright: © 2013 |Pages: 16
ISBN13: 9781466619630|ISBN10: 1466619635|EISBN13: 9781466619647
DOI: 10.4018/978-1-4666-1963-0.ch012
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MLA

Thornton, Kate, et al. "Teaching in the Digital Age: Preparation for the Successful Teaching of an Online Course in Teacher Education." Virtual Mentoring for Teachers: Online Professional Development Practices, edited by Jared Keengwe and Lydia Kyei-Blankson, IGI Global, 2013, pp. 227-242. https://doi.org/10.4018/978-1-4666-1963-0.ch012

APA

Thornton, K., Service, B., & Starkey, L. (2013). Teaching in the Digital Age: Preparation for the Successful Teaching of an Online Course in Teacher Education. In J. Keengwe & L. Kyei-Blankson (Eds.), Virtual Mentoring for Teachers: Online Professional Development Practices (pp. 227-242). IGI Global. https://doi.org/10.4018/978-1-4666-1963-0.ch012

Chicago

Thornton, Kate, Brenda Service, and Louise Starkey. "Teaching in the Digital Age: Preparation for the Successful Teaching of an Online Course in Teacher Education." In Virtual Mentoring for Teachers: Online Professional Development Practices, edited by Jared Keengwe and Lydia Kyei-Blankson, 227-242. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1963-0.ch012

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Abstract

The shift to teaching online is not straightforward, and faculty new to online teaching needed to be adequately prepared and supported to ensure quality courses and successful student learning outcomes. This chapter outlines both the theoretical and practical influences that informed the teaching of a successful online course. These elements are reflected on and analysed in order to provide recommendations for future professional learning programmes. These recommendations include encouraging faculty members to reflect on their beliefs and values, helping motivate them to make the necessary changes to their teaching practice, ensuring that they are informed about digital age learning theory, and providing ongoing support for both the pedagogical and practical aspects of online teaching.

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