Abstract
The immediate response to closure of campuses is to try to move learning online. This gives rise to questions about teacher preparedness for such a move. This chapter draws upon recent experience in supporting teacher development in open, distance and online learning to suggest what might be done to support teacher’s ongoing professional development as education systems increasingly migrate to new forms of provision. Teachers remain central to learning provision, even in the online environment, but they need appropriate training and support to develop strategies not confined by the limitations of working only in the physical classroom.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aceto, S., Dondi, C., Marzotto, P., Ala-Mutka, K., & Ferrari, A. (2010). Pedagogical innovation in new learning communities: An in-depth study of twelve online learning communities. Seville: European Union.
Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2019). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education. Accessed from: https://doi.org/10.1080/19415257.2019.1665573
Al-Samarraie, H., Teo, T., & Abbas, M. (2013). Can structured representation enhance students’ thinking skills for better understanding of E-learning content? Computers & Education, 69, (November 2013), 463–473.
Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 3–31). Athabasca: Athabasca University.
Amory, A., Bialobrzeska, M., & Welch, T. (2018). Learning designing for multiple modes of provision: The Zambian community school teacher development programme. Distance Education, 39(2), 241–258.
Antononis, M. (2020). We need new ideas to ensure education responses to Covid-19 don’t harm those marginalized. Education International, Blog, April 22, 2020. Accessed from: https://www.worldsofeducation.org/en/woe_homepage/woe_detail/16743/%E2%80%9Cwe-need-new-ideas-to-ensure-education-responses-to-covid-19-don%E2%80%99t-harm-those-marginalized%E2%80%9D-by-manos-antoninis
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
Balaban-Sali, J. (2008). Designing motivational learning systems in distance education. Turkish Online Journal of Distance Education—TOJDE, 9(3), 149–161.
Barcellini, F., Delgoulet, C., & Nelson, J. (2014). Are online discussions enough to constitute communities of practice in professional domain? A case study of ergonomics’ practice in France. Cognition, Technology & Work, 18(2), 249–266.
Bates, A. W. (2015, 24 July, 2016). Teaching in a digital age. Retrieved from http://wiki.lib.sun.ac.za/images/f/f3/Teaching-in-a-digital-age.pdf
Bates, A. W., & Sangrà, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. San Francisco: Wiley.
Beetham, H., & Sharpe, E. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed.). New York: Routledge.
Bernard, R. M., Abrami, P. C., & Borokhovski, E. (2005). Three classes of interaction treatments in distance education: A within-DE meta-analysis. Retrieved from https://www.researchgate.net/profile/Robert_Bernard/publication/265623994_Three_Classes_of_Interaction_Treatments_in_Distance_Education_A_Within-DE_Meta-Analysis/links/556db10008aec2268306f65c.pdf
Bishop, K. (2020). We’re embracing tech during lockdown—but can it replace the classroom? The Guardian International Edition, Friday April 24, 2020. Accessed from: https://www.theguardian.com/technology/2020/apr/24/remote-learning-classroom-technology-coronavirus?CMP=share_btn_fb
Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning (IRRODL), 13(1), 56–71.
Bull, S., & Kay, J. (2016). SMILI [emoji happy face]: A framework for interfaces to learning data in open learner models, learning analytics and related fields. International Journal of Artificial Intelligence in Education, 26(1), 293–331.
Burr, A., & Tindale, K. (2020). B.C. parents raise concerns about digital learning. CityNews, April 22, 2020. Accessed from: https://www.citynews1130.com/2020/04/22/parents-concerned-digital-learning/
Capacho, J. (2014). Representative model of the learning process in virtual spaces supported by ICT. Turkish Online Journal of Distance Education—TOJDE, 15(4), 75–89.
Centre for Distance Education (CDE). (2020). CDE Covid: Support for teaching online. Accessed from: https://london.ac.uk/centre-distance-education/cde-covid-support#_-be-realistic-19743
Chen, S.-C., Yang, S. J. H., & Hsiao, C.-C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology (BJET), 47(6), 1096–1112.
Contact North. (2020). Online learning news: Next generation online learning, April 20, 2020. Accessed from: http://send.successbyemail.com/prvw_message2.aspx?chno=324e063e-37f0-45f2-a202-76b3250bc30c
de Leeuw, R. A., Westerman, M., Ket, J. C. F., & Scheele, F. (2016). Quality specifications in postgraduate e-learning; an integrative literature review leading to a postgraduate medical e-learning model. BMC Medical Education, 16, 168.
Downes, S. (2005). An introduction to connective knowledge. Retrieved from http://www.downes.ca/post/33034
Fitzgerald, L., Wong, P., Hannon, J., Tokerud, M. S., & Lyons, J. (2013). Curriculum learning designs: Teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning. Nurse Education Today, 33(10), 1230–1236.
Frost, A. (2020). What will post-pandemic school really look like? We are teachers, April 27, 2020. Accessed from: https://www.weareteachers.com/postpandemic-school/
Garcia, E., Elbeltagi, I., Brown, M., & Dungay, K. (2014). The implications of connectivist learning blog model and the changing role of teaching and learning. British Journal of Educational Technology (BJET), 46(4), 877–894.
Gasevic, D. (2020). COVID-19: The steep learning curve for online education. Monash University, LENS, April 26, 2020. Accessed from: https://lens.monash.edu/@education/2020/04/26/1380195/covid-19-the-steep-learning-curve-for-online-education
Glennie, J., & Mays, T. (2013). Rethinking distance in an era of online learning. Internet Learning, 2(2), Autumn 2019, Article 19. Accessed from: https://pdfs.semanticscholar.org/908c/1ee0a3aa3ab05e26568c9a09b70ce6ed50d6.pdf?_ga=2.97180191.1457024603.1588020898-1999194303.1580325479
Gunawardena, C. N. (2020). Culturally inclusive online learning for capacity development projects in international contexts. Journal of Learning for Development, 7(1), 5–30. Retrieved from https://jl4d.org/index.php/ejl4d/article/view/403
Hardman, J. (2005). Activity theory as a framework for understanding teachers’ perceptions of computer usage at a primary school level in South Africa. South African Journal of Education, 25(4), 258–265.
Hardman, J., & Amory, A. (2015). Introduction to cultural-historical activity theory and tool mediation In V. Bozalek, D. Ng’ambi, D. Wood, J. Herrington, J. Hardman, & A. Amory (Eds.), Activity theory, authentic learning and emerging technologies: Towards a transformative higher education pedagogy (pp. 9–21). Abingdon and New York: Routledge.
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Retrieved from http://pandora.nla.gov.au/nph-wb/20010220130000, http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Oxon & New York: Routledge.
Hoic-Bozic, N., Dlab, M. H., & Mornar, V. (2016). Recommender system and web 2.0 tools to enhance a blended learning model. IEEE Transactions on Education, 59(1), 39–44.
Hong, J.-C., Hwang, M.-Y., Tai, K.-H., & Tsai, C.-R. (2017). An exploration of students’ science learning interest related to their cognitive anxiety, cognitive load, self-confidence and learning progress using inquiry-based learning with an iPad. Research in Science Education, 47(6), 1193–1212.
Hülsmann, T., & Shabalala, L. (2016). Workload and interaction: Unisa’s signature courses—A design template for transitioning to online DE? Distance Education, 37(2), 224–236. https://doi.org/10.1080/01587919.2016.1191408.
Hwang, G.-J., & Chen, C.-H. (2016). Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology (BJET), 48(4), 950–971.
Kanwar, A. (2020). Will COVID 10 change the way we teach-learn? Presentation made to CEMCA and KKHOU discussion in India on 21st April 2020. Accessed from: http://oasis.col.org/handle/11599/3530
Kanwar, A. S., Carr, K., Ortlieb, R., & Mohee, R. (2018). Opportunities and challenges for campus-based universities in Africa to translate into dual-mode delivery. Distance Education, 39(2), 140–158.
Keller, J. M. (1999). Motivation in cyber learning environments. International Journal of Educational Technology, 1(1), 7–30.
Keller, J. M., Ucar, H., & Kumtepe, A. P. (2018). Culture and motivation in globalized distance learning spaces. In E. Toprack & E. G. Kumtepe (Eds.), Supporting multicultuturalism in open and distance learning spaces (pp. 146–162). Hershey, PA: IGI Global. Retrieved from https://books.google.co.za/books?hl=en&lr=&id1eY7DwAAQBAJ&oi=fnd&pg=PA146&dq=%22distance+education%22+or+%22distance+learning%22+learning+models&ots=ZKQ9-oTUdw&sig=-9e6754gbuis6ZKN3XKDO7ZJud0&redir_esc=y#v=onepage&q=%22distance%20education%22%20or%20%22distance%20learning%22%20learning%20models&f=false.
Lai, K.-W., Khaddage, F., & Knezek, G. (2013). Blended student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414–425.
Laurillard, D. (2002). Rethinking teaching for the knowledge society. EDUCAUSE Review, 37(1), 16–15.
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and teaching. New York: Routledge.
Lee, K., Tsai, P.-S., Chai, C. S., & Koh, J. H. L. (2014). Students’ perceptions of self-directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5), 452–437.
Livingstone, S., Cagiltay, K., & Ólafsson, K. (2015). EU kids online II dataset: A cross-national study of children’s use of the Internet and its associated opportunities and risks. British Journal of Educational Technology, 46(5), 988–992. https://doi.org/10.1111/bjet.12317. Accessed from: https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.12317
Logan, J. W., Lunbderg, O. H., Roth, L., & Walsh, K. R. (2017). International Journal of the Academic Business World, 13(1), 83–91.
Maloney, E. J., & Kim, J. (2020). 15 fall scenarios. Inside Higher Ed, April 22, 2020. Accessed from: https://www.insidehighered.com/digital-learning/blogs/learning-innovation/15-fall-scenarios
McAleavy, T., Gorgen, K., Rodney, R., & Proctor, J. (2020). Overview of emerging country-level response to providing educational contunuity under COVD-10: Best practice in pedagogy for remote teaching. Report for Education development Trust, April 2020. Accessed from: https://edtechhub.org/wp-content/uploads/2020/04/research-best-practice-pedagogy-remote-teaching.pdf
Meyer, F., Lampron, R., & Gazé, M.-A. (2014). Four pedagogical models using video as a tool for learning in a distance teacher training program context. Open Journal per la formazione in rete, 2(14), 75–86.
Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Belmont, CA: Wadsworth, CENGAGE Learning.
Morris, S. M. (2017). Critical pedagogy and learning online. Keynote address. Paper presented at the OpenTEL event UKOU. http://www.seanmichaelmorris.com/critical-pedagogy-and-learning-online/
Moshman, R. (2020). COVID-19 Quarantine isn’t a vacation for teachers. Boredteachers.com. Accessed from: https://www.boredteachers.com/news/covid-19-quarantine-isnt-a-vacation-for-teachers
Mukala, P., Cerone, A., & Turini, F. (2017). An empirical verification of a-priori learning models on mailing archives in the context of online learning activities of participants in free\libre open source software (FLOSS) communities. Education and Information Technologies, 22(6), 3207–3229.
Mukeredzi, T., Kokutse, F., & Dell, S. (2020). Student bodies say e-learing is unaffordable and elitist. University World News Africa Edition, April 22, 2020. Accessed from: https://www.universityworldnews.com/post.php?story=20200422075107312
Naidu, S. (2017). How flexible is flexible learning, who is to decide and what are its implications? Distance Education, 38(3), 269–272.
National Institute of Open Schooling India (NIOS). (2020). At a glance. Retrieved from https://www.nios.ac.in/about-us/at-a-glance.aspx
Nyzova, K. (2020). How technology impacts all sides of education. Blogpost at Unicheck.Com, April 17, 2020. Accessed from: https://unicheck.com/blog/how-tecnology-impacts-education
Olelewe, C. J., & Agomuo, E. E. (2016). Effects of E-learning and F2F learning environments on students’ achievement in QBASIC programming. Computers & Education, 103 (December 2016), 76–86.
Peters, O. (2001). Learning and Teaching in distance education: Analyses and interpretations from an international perspective. Oxon and New York: Routledge, Taylor & Francis Group.
Rahimi, E., van den Berg, J., & Veen, W. (2014). A learning model for enhancing the student’s control in educational process using web 2.0 personal learning environments. British Journal of Educational Technology (BJET), 46(4), 780–792.
Rani, M., Srivastava, K. V., & Vyas, O. P. (2016). An ontological learning management system. Computer Applications in Engineering Education, 24(5), 706–722.
Salmon, G. (2019). May the fourth be with you: Creating education 4.0. Journal of Learning for Development, 6 (2). Retrieved from https://jl4d.org/index.php/ejl4d/article/view/352
Sarkar, S., Mohapatra, S., & Sundarakrishnan, J. (2017). Assessing impact of technology based digital equalizer programme on improving student learning outcomes. Education and Information Technologies, 22(1), 195–213.
Scanlon, E., McAndrew, P., & O’Shea, T. (2015). Designing for educational technology to enhance the experience of learners in distance education: How open educational resources, learning design and MOOCs are influencing learning. Journal of Interactive Media in Education, 1 (6). http://doi.org/10.5334/jime.al
Siemens, G. (2004). Connectivism: A learning theory for the digital age [online]. Retrieved from http://itdl.org.uplib.idm.oclc.org/journal/jan_05/article01.htm
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: IAP-Information Age Publishing Inc.
Slade, S., & Prinsloo, P. (2013). Learning analtyics: Ethical Issues and dilemmas. American Behavioral Scientist, 57(10), 1510–1529.
Sorgenfrei, C., & Smolnik, S. (2016). The effectiveness of e-learning systems; A review of the empirical literature on learner control. Decision Sciences, 14(2), 154–184.
Southern New Hampshire University (SNHU). (2020). Southern new hampshire university sets out to reimagine campus-based learning, Offers full tutition scholarships for incoming freshmen. SNHU Communications, April 22, 2020. Accessed from: https://www.snhu.edu/about-us/newsroom/2020/04/full-tuition-scholarships-for-incoming-freshmen
Teachonline.ca. (2020). Five key lessons learned from faculty and instructors moving their courses online as a result of the COVID-19 pandemic. Accessed from: https://teachonline.ca/tools-trends/five-key-lessons-learned-faculty-and-instructors-moving-their-courses-online-result-covid-19
The Economist. (2020) Mid-term break: How COVID-10 is interrupting children’s education, The Economist, March 19th, 2020, International Edition. Accessed from: https://www.economist.com/international/2020/03/19/how-covid-19-is-interrupting-childrens-education
The World Bank. (2018). LEARNING to realize education’s promise: World development report 2018. Accessed from: https://www.worldbank.org/en/publication/wdr2018?utm_source=MASTER+LIST&utm_campaign=5ba69bfcb4-August_Newsletter_2019&utm_medium=email&utm_term=0_7d68fa0e35-5ba69bfcb4-150183225
United Nations. (2016). The learing generation: Investing in education for a changing world. A report by the International Commission on Finnaicng Global Education Opportunity. Accessed from: https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wolpert-Gawron, H. (2017). Extending classroom management online: Nine suggestions to help you provide online learners with class norms and expectations and a sense of community. Edutopia, September 27, 2017. Accessed from: https://www.edutopia.org/article/extending-classroom-management-online
Xu, D., Huang, W. W., Wang, H., & Heales, J. (2014). Enhancing e-learning effectiveness using an intelligent agent-supported personalized learning environment: An empirical investigation. Information & Management, 41(4), 430–440.
Yang, Y.-C. (2006). Effects of embedded strategies on promoting the use of self-regulated learning strategies in an online learning environment. Journal of Educational Technology Systems, 34(3), 257–269.
Zhao, H., & Sullivan, K. P. H. (2015). Teaching presence in computer conferencing learning environments: Effects on interaction, cognition, and learning uptake. British Journal of Educational Technology (BJET), 48(2), 538–551.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Mays, T.J. (2021). Teaching the Teachers. In: Burgos, D., Tlili, A., Tabacco, A. (eds) Radical Solutions for Education in a Crisis Context. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-15-7869-4_11
Download citation
DOI: https://doi.org/10.1007/978-981-15-7869-4_11
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-7868-7
Online ISBN: 978-981-15-7869-4
eBook Packages: EducationEducation (R0)