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BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the Role of the Teacher in Telation to K-12 Online Learning


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Barbour, M. K. (2013, February). Voracious appetite: Examining the role of the teacher in relation to K-12 online learning. Learning & Sharing Distributed Learning Conference, Vancouver, BC.

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BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the Role of the Teacher in Telation to K-12 Online Learning

  1. 1. Michael BarbourWayne State University
  2. 2. Virtual School Designer: Course Development design instructional materials works in team with teachers and a virtual school to construct the online course, etc.Virtual School Teacher: Pedagogy & Class Management presents activities, manages pacing, rigor, etc. interacts with students and their facilitators undertakes assessment, grading, etc.Virtual School Site Facilitator: Mentoring & Advocating local mentor and advocate for student(s) proctors & records grades, etc. Davis (2007)
  3. 3. Developed by team on behalf of the online program a team of teachers, multimedia specialists, instructional designers work for hire/contractDeveloped by the online teacher hired to teach a non-existent course course developed throughout semester
  4. 4. Copyright who owns the content? what happens if teacher leaves?Expertise/Training “more than 31% of teachers reported receiving no training in online lesson design” (Rice & Dawley,2007, p. 26) to create one hour of training it took 43 hours for instructor-led, 79 hours for basic e-learning, 184 hours for interactive e-learning, and 490 hours for advanced e-learning (Chapman Alliance, 2010)Lack of Research to Guide Practice studies have focused on unreliable and invalid measures primary data has been teacher and developer perceptions no open access research-based standards
  5. 5. Similar to classroom-based teaching, with differences time management, creation of materials, understanding current technology and working with a student one-on-one (Kearsley & Blomeyer, 2004) work differently to have positive communication and assessments, using non-verbal communication, time is needed for teachers to become comfortable with technology, shift occurring from teacher-centered to student- centered learning (Easton, 2003)
  6. 6. Online teaching is more work CDLI class size limit (official & unofficial) asynchronous instruction in particularLack of reliable and valid empirical research most research is based on teacher perceptionsWhat is known about teacher training learn online in order to teach online works in team with teachers and a virtual school to construct the online course, etc.
  7. 7. Critical to the success of students research has shown the presence of active facilitators increase student performance (Roblyer, Freeman, Stabler, & Schneidmiller, 2007) a trained facilitator also has a positive impact on student performance (UNC-Chapel Hill)Facilitator should monitor student activities support students soft learning skillsFacilitator should not provide regular tutoring provide significant or substantial technical assistance
  8. 8. Support for the facilitator the allocation of one teaching per school for each 175 students to support the delivery of CDLI courses (Shortall & Greene-Fraize, 2007) schools that had students participating in supplemental distributed learning were eligible to receive 0.125 of a full-time equivalent for the local or school-based support of their students engaged in distributed learning (Barbour, 2011)
  9. 9. Lack of professional development less than 40% of online teachers reported to receiving any professional development before they began teaching online (Rice & Dawley, 2007)Lack of teacher preparation programs less than 2% of universities in the United States provided any systematic training in their pre- service or in-service teacher education programs (Kennedy & Archambault, 2012)
  10. 10. Canada cautiously supportiveUnited States supportive of programs that use unionized teachers violent opposition to most full-time programs and cyber charter schoolsNew Zealand supportive, even proactively pushing MinistryBrazil strictly opposed
  11. 11. Assistant Professor Wayne State University, USA http://www.michaelbarbour.com