The document proposes the S-CARE pedagogical model for online teaching and learning. It conducted research to understand different pedagogical scenarios used by facilitators and factors preferred by students. The research found that planning, interaction, feedback and resources were important aspects. From these findings, the S-CARE model is proposed which emphasizes being strategic, consistent, adaptive, responsive and effective. The conclusion is that the S-CARE model provides a structure for teaching and learning in the online environment.

1. A Framework for Online
Teaching and Learning:
The S-CARE Pedagogical Model
Abtar Kaur, Open University Malaysia, Malaysia
Shriram Raghunathan, Abdur Rahman University, India

2. Introduction
• Student satisfaction and retention is a key
feature of any good educational
programme. Deden (2005) reports a 7.7
% improvement in student retention after
one year through a number of measures
including the quality of instructor’s online
interaction
Cont…

3. Introduction
When measuring the success of an online
programme a number of learning
permutations have to be considered,
namely: the learning activities, tools,
resources and Interactions/communication

4. What is a Pedagogical
Scenario?
 A sequence of phases within which
participants have tasks to do and specific
roles to play
 High focus on learning activities that
achieve the learning outcomes

5. What is a Pedagogical Scenario?
When designing and executing a
pedagogical scenario the teacher has to
– respect a harmonic equilibrium between
the freedom which is necessary for
intellectual development and motivation
Engagement and open confrontation of
ideas must be guided by structured
activities and a certain amount of
monitoring

6. What is the Problem?
 Great online teaching and learning
strategies not fully capitalized and
exploited
 There is an imbalance in the
difference pedagogical scenarios used
by the facilitators

7. Other Research Studies
Jara and Mohammed (2007)
– categorized online learning in terms of content, learning activities,
communication, resources, feedback and administration.
Lee (2009)
– CAP (Concept ,Application, Practice) framework for designing online
education platforms based on experience and scaffolding
Hathaway (2009)
– formation of portraits from questionnaires.
Dabbagh & Kitsantas (2009)
– studied the best practices of experienced online instructors and found that
integrative learning technologies were subconsciously used to simulate self-
learning among learners.

8. The Purpose
 To present the various pedagogical
scenarios used by different online MIDT
facilitators
 To seek student feedback on what
they prefer as an online student.
 To propose a model that is considered
optimal for teaching and learning online

9. Research Questions
– What are the different pedagogical
scenarios employed by MIDT facilitators?
– Within these pedagogical scenarios which
learning permutations are preferred by
students?
– What are the main characteristics of an
optimal learning scenario? Can these be
translated into an online learning model

10. Conceptual Framework
Identify the most
LMS preferred learning
NING
permutations : tools,
Activities
Activities resources, activities,
Tools Tools interactions
Subject A Subject B
BLOG
Resources Resources
Based on most
Intera Interac preferred
ction tion
permutations,
Different determine the optimal
PBWORKS Learning
Permutations pedagogical scenario
Optimal Pedagogical Scenario

11. Methodology
Research Design
– Case Study
• Survey
• Observation
• Analysis of Documents
Sample
– 34 MIDT students from 14 different countries
– 7 facilitators

12. Results
RQ1: What are the different pedagogical
scenarios employed by MIDT
facilitators?
Cont…

13. Course Code Key Pedagogical terms
1. HMIR 5103 Planning, continuous group based interaction, feedback
and adaptability, focus on quality interactions
2. HMID5003 Strategic plan, Just in time interaction, feedback,
decisive intervention, focus on consistency
3. HMLT5203 Strategic planning, high level of interaction, emphasis
on outcomes and targets, focus on consistency
4. HMTT6003 One-on-one interaction, continuous and constant
hands-on work, emphasis on periodic assessment
5. HMIC5503 Adaptable plan, just-in-time interaction, strategic
feedback, focus on consistency
6. HMHP5903 Planning, group based interaction, feedback,
consistency
7. HMLC5303 Group-based interaction, emphasis on outcomes and
targets

14. RQ2: Within these pedagogical
scenarios which learning permutations
are preferred by students?

15. Qualities sought by MIDT
learners
– People: feedback, dynamism, patience, subject
knowledge, clear communication by facilitators,
fellow students and supporting staff
– Structure: clear delineation and comprehensiveness
of activities
– Environment: accessibility, ease of navigation,
support
– Resources : varied, well selected and suited to
different learning styles

16. Factors in the success of online
learning environments
– Usability
– Stability
– Instant access and
– Instant notifications
– The look and feel
– Loss of data

17. Qualities students look
for in online facilitators
– Patience, open mindedness, positive attitude and
tolerance
– Knowledge in the subject area
– Availability and communication
– Feedback
– Good preparation (keeping in mind distance education
students)
– Reliability (students must be able to rely on the
facilitator)
– Ability to differentiate and apply different teaching
methods (keeping in mind that students differ)

18. Major Findings of RQ1 and RQ2
Planning
Interaction
Feedback and resources
Overall focus

19. Discussion
There is a remarkable symmetry and significant points of divergence in
the students’ and facilitators’ views.
The students’ views on the facilitators’ approaches matched clearly with
what the facilitators viewed as their model.
The students and facilitators agreed on
 the factors important for an online learning environment, planning, feedback
and resources.
The differences were subtle.
 The students’ viewed the learning outcomes and course outline as the vision
document whereas the facilitators’ viewed them as guidelines.
 The students viewed interactions in the prism of course structure as an
activity, whereas the facilitators viewed the interaction as a communication
paradigm.
 The role of feedback was also similarly nuanced.
• The facilitators preferred a scaffolded approach whereas the students viewed
feedback as a score card.

20. RQ3: What are the main characteristics of an optimal learning
scenario? Can these be translated into an online learning
model
S- Strategic
– Had a Strategic plan for the course which consisted of a clear plan what needs to be
taught, how to do it and the knowledge of the environment.
C- Consistent
– Show Consistency in the approach. Consistency can help the learners understand
better
A- Adaptive
Adapt to the demands of the following three elements
– Students
– Environment
– Time
R- Responsive
– Responsively react to the situations
E- effective

21. The Model
Consistent
Strategic Adaptive
Effective
Responsive

22. Conclusion
 The success of the S-CARE portends well for the
future in that it provides a structure to teaching and
learning within the framework of chaos of the online
environment.
 The combined experience of about 2 years of
work shows both the potential and the way forward
for the future and S-CARE is a step forward in
helping online teaching and learning achieve its
promise.

23. Comments & Thank You