CHALLENGES OF TEACHING FULLY ONLINE COURSE, THE CASE OF IN BETWEEN COLLEGE'S FULL DISTANCE LEARNING COURSE IN SCIENCE
The Academic Arab College for Education - Haifa (ISRAEL)
About this paper:
Appears in: ICERI2014 Proceedings
Publication year: 2014
Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain
Abstract:Unique potential inherent in the computerized learning environment and their contribution to the enrichment of teaching and learning were discussed largely at various levels in education field in recent years.
Variety of ICT tools and resources that can be combined teaching and learning process allow, on the one hand, the lecturer enrich his teaching, on the other hand allow the student to expand his learning.
For example: the use of asynchronous discussion forums gives students more time to think about their answers in the discussions, allowing a qualitative and deeper thinking. In addition, online learning provides a good opportunity for learning regardless of time and / or place.
Online teaching strategies exploit better the potential of online teaching environments by operating the learners in more interactively and allow them to be more active and independent learners.
Research in the field of online learning and teaching environments shows that there are a number of key differences between traditional face-to-face teaching and online teaching, and therefore worthy of these differences would be well recognized by lecturers who teach in online environments in order to utilize them effectively.
Here are some aspects that need to have special attention when designing and/or managing a fully distance learning course:
1. Organizing and designing curriculum.
2. Clear and transparent assessment.
3. Ongoing communication between the lecturers to students.
4. Social interaction between instructor and students, and between students and their peers.
This study examines the challenges facing teacher educators in managing an online course in its entirety and meets the difficulties: technical, pedagogical and managerial encountered by teacher educators who teaching courses of this type and their impact on the learning motivation, cognitive and effective.
This paper analyzes the feedbacks gathered from 50 professors who teach in eight educational colleges during the academic years 2012-2014.
Preliminary findings suggest that the preview training, cooperation between the lecturers and support especially technical support; significantly reduce the level of teachers' difficulties in managing full distance learning courses.
Keywords: Distance learning courses, e-learning, pre-service teachers, learning motivation.