NDLI: Qualifying online teachers—Communicative skills and their impact on e-learning quality

Please wait, while we are loading the content...

Eugene F. Provenzo, Jr., Arlene Brett, & Gary N. McCloskey. Computers, curriculum, and cultural change: An introduction for teachers : (2nd Ed.), Mahwah, New Jersey, 2005. 311 pp

Education and Information Technologies : Volume 11

Education and Information Technologies : Volume 10

Education and Information Technologies : Volume 9

Education and Information Technologies : Volume 8

Education and Information Technologies : Volume 7

Education and Information Technologies : Volume 6

Education and Information Technologies : Volume 5

Education and Information Technologies : Volume 4

Education and Information Technologies : Volume 3

Education and Information Technologies : Volume 2

Qualifying online teachers—Communicative skills and their impact on e-learning quality

Content Provider	Springer Nature Link
Author	Levinsen, Karin Tweddell
Copyright Year	2006
Abstract	Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well as pedagogical possibilities and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that technology cannot solve. These problems concern how teachers function satisfactory as mediators and coaches in collaborative, knowledge sharing virtual environments. For example, how teachers support their students in becoming online-students and how they facilitate complex discussions on difficult topics. This is a big challenge for everybody involved in e-learning, and the challenge is not met by offering introductory courses for university teachers. Based on basis of a recent examination of concrete actions and strategies for the future within 11 Danish universities, the auther argues that there exists a severe mismatch between the organisational expectations and strategies and the competence-evolving activities that the same organisations offer to their staff. A recent case study of a university pedagogy course on e-learning for university teachers demonstrates and identifies some of the consequences of the mismatch. Finally the author suggests strategies to meet the demands of the future online university.
Starting Page	41
Ending Page	51
Page Count	11
File Format	PDF
ISSN	13602357
Journal	Education and Information Technologies
Volume Number	12
Issue Number	1
e-ISSN	15737608
Language	English
Publisher	Springer US
Publisher Date	2006-12-02
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Virtual environments Collaborative learning Teachers’ competencies Online pedagogy Communication skills Computer Application in Social and Behavioral Sciences Information Systems Applications (incl.Internet) Education (general) User Interfaces and Human Computer Interaction Educational Technology Computers and Education
Content Type	Text
Resource Type	Article
Subject	Education Library and Information Sciences E-learning

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Students’ communicative behavior adaptability in CSCL environments

A model to design interactive learning environments for children with visual disabilities

Situated learning and teachers’ digital competence

Medium for empowerment or a ‘centre for everything’: Students’ experience of control in virtual learning environments within a university context

Editorial vol 16, no 1: Online learning technologies

The impact of collaborative online reading on summarizing skills

Online learning environments in higher education: Connectivism vs. dissociation

Student teachers go online; the need for a focus on human agency and pedagogy in learning about ‘e-learning’ in initial teacher education (ITE)

Enhancing primary school children collaborative learning experiences in maths via a 3D virtual environment

Qualifying online teachers—Communicative skills and their impact on e-learning quality

Similar Documents

Students’ communicative behavior adaptability in CSCL environments

A model to design interactive learning environments for children with visual disabilities

Situated learning and teachers’ digital competence

Medium for empowerment or a ‘centre for everything’: Students’ experience of control in virtual learning environments within a university context

Editorial vol 16, no 1: Online learning technologies

The impact of collaborative online reading on summarizing skills

Online learning environments in higher education: Connectivism vs. dissociation

Student teachers go online; the need for a focus on human agency and pedagogy in learning about ‘e-learning’ in initial teacher education (ITE)

Enhancing primary school children collaborative learning experiences in maths via a 3D virtual environment

Qualifying online teachers—Communicative skills and their impact on e-learning quality