转化式学习
在线教学
教育学
透视图(图形)
远程教育
心理学
反射(计算机编程)
批判性反思
专业发展
授权
批判性思维
教师教育
意义(存在)
在线讨论
过程(计算)
数学教育
计算机科学
政治学
心理治疗师
法学
程序设计语言
人工智能
万维网
操作系统
作者
Evrim Baran,Ana‐Paula Correia,Ann D. Thompson
标识
DOI:10.1080/01587919.2011.610293
摘要
Understanding what is lacking in the online teaching literature is critical to helping researchers and practitioners develop programs and support mechanisms for online teachers in higher education. This review formulates a critique of the standards- and competency-driven vision of online teaching from the perspective of transformative learning theory, in order to offer an alternative exploration of the professional development of online teachers as adult learners. The results indicate that while research about online teacher roles and competencies guides the development of teacher preparation and training programs, it lacks in terms of addressing the issues of empowerment of online teachers, promoting critical reflection, and integrating technology into pedagogical inquiry. An alternative perspective is suggested that considers teachers as adult learners who continuously transform their meaning of structures related to online teaching through a continuous process of critical reflection and action.
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