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Appears in:
Page: 5787 (abstract only)
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

A CLEAR SHIFT IN PEDAGOGY FOR ON-LINE LEARNING: PRAGMATIC APPROACHES THAT WORK!

S. Garton, S. Heinz, K. Sticka

University of Alaska Anchorage (UNITED STATES)
A current study at the University of Alaska Anchorage (UAA) investigates teaching methods for creating a climate for learning in on-line courses. Instructors transitioning from traditional face-to-face classes to on-line classes find that technology is convenient and efficient in content delivery, but can be impersonal and mechanical for the learners. Instructors find that teaching on line requires a clear shift in pedagogy to realize the level of connectedness in a face-to-face class. Specific strategies are identified as those which could provide personalization and individualization in a course. Other strategies are identified as those which could promote engagement and interaction in learning. Instructors continue to identify strategies to differentiate instruction and to build learner satisfaction in on-line courses.

In the first stage of the study, selected teaching methods are used in on-line courses offered by the university, across disciplines and for graduate and undergraduate levels. The participants in classes provide feedback regarding the effectiveness of methods. Researchers collect additional data from volunteer instructors who attend on-line classes as peer reviewers. To date, teaching methods to promote a climate for learning in on-line courses have been classified in ten categories; each category has a number of specific, pragmatic approaches. CLEAR SHIFT is the pneumatic device for the categories and the key for cataloging effective approaches.

In the second stage of the study, the sanctioned research in an educational setting for the improvement of teaching will be systematically applied to selected university courses, across disciplines and levels. The sample of courses will be from the university spring 2012 schedule of classes. Data from enrolled student evaluations and peer reviewer assessments will be analyzed to determine the most pragmatic approaches for creating a climate for learning in on-line courses. Results of the study will be published in August, 2012.
@InProceedings{GARTON2012ACL,
author = {Garton, S. and Heinz, S. and Sticka, K.},
title = {A CLEAR SHIFT IN PEDAGOGY FOR ON-LINE LEARNING: PRAGMATIC APPROACHES THAT WORK!},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {5787}}
TY - CONF
AU - S. Garton AU - S. Heinz AU - K. Sticka
TI - A CLEAR SHIFT IN PEDAGOGY FOR ON-LINE LEARNING: PRAGMATIC APPROACHES THAT WORK!
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 5787
EP - 5787
ER -
S. Garton, S. Heinz, K. Sticka (2012) A CLEAR SHIFT IN PEDAGOGY FOR ON-LINE LEARNING: PRAGMATIC APPROACHES THAT WORK!, INTED2012 Proceedings, p. 5787.
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