Using Transformative Pedagogy when Teaching Online
Keywords:
Online teaching, pedagogy, student engagement, transformative learning, transformational pedagogyAbstract
Understanding what’s lacking among online teaching literature is crucial in serving to researchers and practitioners to develop programs and support mechanisms for online academics in pedagogy. This review formulates a critique of the standards-and competence-based vision of online teaching from the perspective of transformative learning theory. Thus, on offer associate alternate exploration of the skilled development of online academics as adult learners. The results suggest that analyzing
the role and competencies of online teachers guides the provision of teacher preparation and training programs, while also addressing issues of online academic acceptance, promoting basic reflection, and integrating technology into educational research. It shows that it can help you solve. Transformational pedagogy encourages students to challenge their own assumptions, address social issues, and take political action. The author extends literature throughout this space by describing
ways during which school members will effectively use transformative pedagogy, along with making a secure environment; encouraging students to put confidence in their experiences, beliefs, and biases; the teaching methods that promote student engagement and participation; move real-world issues that address group inequalities; and serving to students implement action-oriented solutions.
References
Belenky MF, AV Stanton. Inequality, development, and connected knowing. Mezirow and Associates. 2000. pp. 71–102.
Mezirow J. Learning to think like an adult. Learning as transformation: Critical perspectives on a theory in progress. 2000. pp. 3–33.
Means B, Toyama Y, Murphy R, Bakia M, Jones K. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education Office of Planning Evaluation and Policy Development. 2010.
Prineas M, Cini M. Assessing learning in online education: the role of technology in improving student outcomes. Occasional Paper. Oct 2011.
Breslow L, Pritchard DE, DeBoer J, Stump GS, Ho AD, Seaton DT. Studying learning in the worldwide classroom research into edX’s first MOOC. Research & Practice in Assessment. 2013;8: 13–25.
Carr S. As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education. 2000; 46(23).
Allen IE, J Seaman. Growing by degrees: Online education in the United States, 2005. Needham, MA: Sloan Consortium; 2005.
Waschull SB. The online delivery of psychology courses: Attrition, performance, and evaluation. Teaching of Psychology. Apr 2001; 28(2): 143–147.
Atchley W, Wingenbach G, Akers C. Comparison of course completion and student performance through online and traditional courses. International Review of Research in Open and Distributed Learning. 2013; 14(4): 104–116.
Boettcher JV. Ten best practices for teaching online: Quick guide for new online faculty. Designing for Learning. May 2011.
Ko SS, Rossen S. Classroom management. SS Ko, S. Rossen (eds.). 2001.
Palloff RM, Pratt K. Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons; Jul 2007.
Tallent-Runnels MK, Thomas JA, Lan WY, Cooper S, Ahern TC, Shaw SM, Liu X. Teaching courses online: A review of the research. Review of Educational Research. Mar 2006; 76(1): 93–135.
O’Neil C, Fisher C, Newbold SK. Developing online learning environments. Springer Publishing Company; 2008.
Kelly HF, Ponton MK, Rovai AP. A comparison of student evaluations of teaching between online and face-to-face courses. The Internet and Higher Education. Jan 2007; 10(2): 89–101.
Horton J, Kraftl P. What else? Some more ways of thinking and doing ‘Children’s Geographies’. Children’s Geographies. Apr 2006; 4(1): 69–95.
Berge Z. The role of the online instructor/facilitator. Educational Technology. 1995; 35(1): 22–30.
Koehler MJ, Mishra P, Yahya K. Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education. 2007; 49(3): 740–762.
Rennert-Ariev P. The hidden curriculum of performance-based teacher education. The Teachers College Record. 2008; 110(1): 105–138. Retrieved from http://www.tcrecord.org.
Van Zeer EH, Valli L, van Zee EH, Rennert-Ariev P, Mikeska J, Catlett-Muhammad S, Roy P. Initiating and sustaining a culture of inquiry in a teacher leadership program. Teacher Education Quarterly. 2006 Jul 1;33(3):97-114.
