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Lived Experience: Pedagogical Practice, Shift, and Professional Growth in Online Courses

Lived Experience: Pedagogical Practice, Shift, and Professional Growth in Online Courses. Introduction Maryam Rod Szabo Assistant Professor of Education at Wartburg College. Lived Experience: Pedagogical Practice, Shift, and Professional Growth in Online Courses.

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Lived Experience: Pedagogical Practice, Shift, and Professional Growth in Online Courses

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  1. Lived Experience: Pedagogical Practice, Shift, and Professional Growth in Online Courses

  2. Introduction Maryam Rod Szabo Assistant Professor of Education at Wartburg College Lived Experience: Pedagogical Practice, Shift, and Professional Growth in Online Courses

  3. Let’s Get to Know Each other! Share What You Are Comfortable to Share! Example; Your name… Your role… What brought you to this session? Will you Tweet? Use #QMConnectLivedExperience for backchannel

  4. Significance of the Study Research method Participants

  5. Data Collection • Survey • Online • Individual Interviews • Online and face to face • Focused Group Interview • Online 2 groups

  6. Theoretical Framework • TPACK Definition of Terms • QM Certificate • QM Informed • QM Impact • Design Thinking Process Image from public domain: https://commons.wikimedia.org/wiki/File:TPACK_pt-BR.png

  7. Reasons for teaching online: (A) our department wanted to offer an online program and I wanted to be a part of it, (B) there are students who can only take online courses- Accessibility (C) an additional stipend is offered to the faculty for going through the QM workshop, and designing and offering their courses through the distance education programs.

  8. Purpose and Questions • What are instructors’ perceptions of the development of their technological, pedagogical, and content knowledge as online instructors after teaching a QM informed course? • What are the pedagogical and technological challenges that faculty identified in their online teaching? • What resources do instructors use to overcome their learning curves in their online courses?

  9. Pedagogical challenges, shifts, and growth-Survey (A) Simplifying material and providing more detailed or clear instructions in different formats, (B) Sending reminders to students, (C) Finding it difficult to develop relationships with students in online courses, (D) Addressing several different objectives through one assignment, (E) Having to have everything prepared and ready for the students in a timely manner ahead of time, (F) Trying to get quality discussion is more difficult, (G) Getting students to read.

  10. Research findings -Technological Knowledge -Pedagogical Knowledge -Content Knowledge

  11. Research Findings -Timely feedback -Formative assessment -Interaction, communication and human element -Students readiness, engagement, and their personal challenges -Effective concise instruction -Lack of pedagogical practice that relates to individuals’ field (example:flipped)

  12. Research Findings -Additional QM workshops -Significant help from colleagues -Contacting technology integration, faculty development specialist or other designated person for individual support -Attending other workshops, not necessarily related to the online courses -Focus group

  13. Recommendations for those who teach online Recommendations for professional development providers, (i.e. IDs) Recommendations for technology purchases Recommendations for future research Conclusion!

  14. Contact info : maryam.rodszabo@wartburg.edu maryamrod@gmail.com @maryamrodszabo Please fill the session evaluation!

  15. Appendix: example of coding Major Theme: A. Formative Assessment Minor Theme: A.1 Assessment as teaching Some examples of the Codes leaded to A.1 Theme: Online explicit assessment, Deep learning, Grading vs. assessment, Feedback, Timely feedback Some example of the quotes based on themes: A.1. “it's so invisible face-to-face when you have to make it online you have to make it explicit and you have to think about what that test is doing you have to think about what's the feedback you're going to give, on that test and what's the answer you're going to give you know...” (Vicki, first interview, June 14, 2017). A.2. “I don't have the luxury of going deeper to ask them what their thinking process so I just you know grade them the way I think it should be but it may or may not be fair” (Sarah, first interview, June 13, 2017)

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