Dexter Sara
Department of Leadership, Foundations & Policy, University of Virginia, 405 Emmet Street South, PO Box 400265, Charlottesville, VA 22903 USA.
Educ Technol Res Dev. 2023;71(1):163-179. doi: 10.1007/s11423-023-10198-0. Epub 2023 Mar 2.
Future success for online teaching can be described in terms of competencies, the knowledge, skills, and affect and motivation that as component parts undergird successful performance, or in terms of competence, the behaviors that demonstrate ability to perform in an online setting. Either framing could aid higher education to consider how to foster online teaching excellence. Yet, considering this dichotomy instead as a continuum emphasizes a fruitful point in between to target for faculty professional learning. This linking, middle view, emphasizes the processes faculty use to recognize what the situation demands and make decisions about what to do and operationalize competencies into competence. This concept paper presents a set of conceptual principles that can serve as guidance to organize faculty decision making when integrating EdTech into higher education courses. Drawing on an existing dataset of interview data from two studies of faculty learning to integrate a new EdTech, instructors' experiences with each principle are illustrated. This provides opportunities to see how faculty organized decisions aligned with the principles and how faculty needs were met when principles described the project's support conditions. This approach shows how universities could benefit from framing EdTech support in terms of embedding representations to first build, then guide, technical and pedagogical knowledge and skill. Providing guiding principles may then motivate faculty to acquire and assemble those competencies in context-sensitive ways for instructional decision making.
在线教学未来的成功可以从能力方面来描述，即作为构成成功表现基础的知识、技能、情感和动机，或者从胜任力方面来描述，即展示在线环境中表现能力的行为。这两种框架都有助于高等教育思考如何培养卓越的在线教学。然而，将这种二分法视为一个连续体，强调了一个介于两者之间的富有成效的点，可作为教师专业学习的目标。这种联系的中间观点强调了教师用来认识形势需求并就做什么做出决定以及将能力转化为胜任力的过程。本概念文件提出了一套概念原则，可作为将教育技术整合到高等教育课程中时组织教师决策的指导。利用来自两项关于教师学习整合新教育技术的研究的现有访谈数据集，说明了教师在每条原则方面的经验。这提供了机会来观察教师如何根据这些原则组织决策，以及当这些原则描述项目的支持条件时教师的需求是如何得到满足的。这种方法展示了大学如何从将教育技术支持构建为首先建立、然后指导技术和教学知识与技能的嵌入表示中受益。提供指导原则可能会促使教师以对情境敏感的方式获取和整合这些能力以进行教学决策。
