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Educational development for online teaching

Research output: ThesisDoctoral Thesis

Published

Standard

Educational development for online teaching. / Christie, Jordanne.

Lancaster University, 2016. 173 p.

Research output: ThesisDoctoral Thesis

Harvard

Christie, J 2016, 'Educational development for online teaching', PhD, Lancaster University.

APA

Christie, J. (2016). Educational development for online teaching. Lancaster University.

Vancouver

Christie J. Educational development for online teaching. Lancaster University, 2016. 173 p.

Author

Christie, Jordanne. / Educational development for online teaching. Lancaster University, 2016. 173 p.

Bibtex

@phdthesis{94ccc8936dac4932991091b4540d10c4,
title = "Educational development for online teaching",
abstract = "This thesis discusses a case study that explores the impact on educators{\textquoteright} teaching practices, particularly their assumptions and beliefs about teaching and self-efficacy, as a result of their participation in an educational development programme designed to prepare college educators to develop and teach online and hybrid courses. The philosophical worldview adopted in this study is closely aligned to the constructivist perspective. It draws upon the conceptions of teaching literature, Bandura{\textquoteright}s theory of self-efficacy (1977; 1986; 1997) and Mezirow{\textquoteright}s (1978) theory of transformational learning as a conceptual framework. The data were collected through an online survey of 34 participants, face-to-face interviews with 18 participants and documentary evidence review of 6 participants, and was analysed using Braun and Clarke{\textquoteright}s (2006) thematic analysis approach.The findings suggest that the knowledge and experience that college educators acquire when participating in educational development for online teaching produce a positive increase in technological and pedagogical knowledge and understanding of accessibility for some educators. This new understanding, in turn, results in changes to both online and face-to-face teaching practices of educators. The results also indicate that for some educators, participation in an educational development programme for online teaching encouraged more student-centred teaching approaches and helped to dispel misconceptions about the lower quality and value of online learning. Participation in educational development for online teaching was also found to increase some educators{\textquoteright} technical and pedagogical confidence, although a few participants experienced an initial decline in self-efficacy. Finally, the results reveal that educators perceived their participation in the educational development programme for online teaching to have a positive impact on the learning experience of their students.",
keywords = "educational development, online teaching, professional development, hybrid teaching",
author = "Jordanne Christie",
year = "2016",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - THES

T1 - Educational development for online teaching

AU - Christie, Jordanne

PY - 2016

Y1 - 2016

N2 - This thesis discusses a case study that explores the impact on educators’ teaching practices, particularly their assumptions and beliefs about teaching and self-efficacy, as a result of their participation in an educational development programme designed to prepare college educators to develop and teach online and hybrid courses. The philosophical worldview adopted in this study is closely aligned to the constructivist perspective. It draws upon the conceptions of teaching literature, Bandura’s theory of self-efficacy (1977; 1986; 1997) and Mezirow’s (1978) theory of transformational learning as a conceptual framework. The data were collected through an online survey of 34 participants, face-to-face interviews with 18 participants and documentary evidence review of 6 participants, and was analysed using Braun and Clarke’s (2006) thematic analysis approach.The findings suggest that the knowledge and experience that college educators acquire when participating in educational development for online teaching produce a positive increase in technological and pedagogical knowledge and understanding of accessibility for some educators. This new understanding, in turn, results in changes to both online and face-to-face teaching practices of educators. The results also indicate that for some educators, participation in an educational development programme for online teaching encouraged more student-centred teaching approaches and helped to dispel misconceptions about the lower quality and value of online learning. Participation in educational development for online teaching was also found to increase some educators’ technical and pedagogical confidence, although a few participants experienced an initial decline in self-efficacy. Finally, the results reveal that educators perceived their participation in the educational development programme for online teaching to have a positive impact on the learning experience of their students.

AB - This thesis discusses a case study that explores the impact on educators’ teaching practices, particularly their assumptions and beliefs about teaching and self-efficacy, as a result of their participation in an educational development programme designed to prepare college educators to develop and teach online and hybrid courses. The philosophical worldview adopted in this study is closely aligned to the constructivist perspective. It draws upon the conceptions of teaching literature, Bandura’s theory of self-efficacy (1977; 1986; 1997) and Mezirow’s (1978) theory of transformational learning as a conceptual framework. The data were collected through an online survey of 34 participants, face-to-face interviews with 18 participants and documentary evidence review of 6 participants, and was analysed using Braun and Clarke’s (2006) thematic analysis approach.The findings suggest that the knowledge and experience that college educators acquire when participating in educational development for online teaching produce a positive increase in technological and pedagogical knowledge and understanding of accessibility for some educators. This new understanding, in turn, results in changes to both online and face-to-face teaching practices of educators. The results also indicate that for some educators, participation in an educational development programme for online teaching encouraged more student-centred teaching approaches and helped to dispel misconceptions about the lower quality and value of online learning. Participation in educational development for online teaching was also found to increase some educators’ technical and pedagogical confidence, although a few participants experienced an initial decline in self-efficacy. Finally, the results reveal that educators perceived their participation in the educational development programme for online teaching to have a positive impact on the learning experience of their students.

KW - educational development

KW - online teaching

KW - professional development

KW - hybrid teaching

M3 - Doctoral Thesis

PB - Lancaster University

ER -