Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2024-11-05 DOI:10.1016/j.iheduc.2024.100977

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引用次数: 0

Abstract

This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking, and use of quality measures. Findings from an online survey show that most instructors with prior online learning experience believe that experience has heavily shaped some of their teaching practices and their desire to teach online. Additionally, these instructors were significantly more likely than their counterparts without online learning experience to find end-of-week summaries, online discussions, and small group activities important. The implications of these and the non-significant findings around help-seeking and quality measures are discussed in the light of professional development programs and meeting the needs of online instructors in higher education environments.

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以前的在线学习经历是偶然的专业发展：在线教师信念和策略横断面调查

本研究探讨了以前作为在线学习者的经历如何通过偶然学习为教师成为在线教师做好准备。本研究由四个研究问题驱动，询问教师在进行在线教学时是否借鉴了这些经验，以及具有这些在线学习经验的教师在教学策略、寻求帮助和使用质量措施方面是否与其他在线教师有所不同。在线调查结果显示，大多数有过在线学习经验的教师认为，这些经验在很大程度上影响了他们的一些教学实践和在线教学的愿望。此外，与没有在线学习经验的教师相比，这些教师更倾向于认为周末总结、在线讨论和小组活动很重要。我们从专业发展计划和满足高等教育环境中在线教师需求的角度，讨论了这些研究结果的意义，以及有关寻求帮助和质量衡量标准的非显著性研究结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.