View in EDS PDF Full Text

Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses.

Saved in:
Bibliographic Details
Title: Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses.
Authors: Ó Ceallaigh, T. J.1 tj.oceallaigh@mic.ul.ie
Source: Irish Educational Studies. Jun2021, Vol. 40 Issue 2, p349-358. 10p.
Subject Terms: *Asynchronous learning, *Classroom environment, *Online education, *Mixed methods research, *Student engagement, *Student development
Abstract: As the COVID-19 pandemic has forced all Higher Education Institutions (HEIs) to transfer teaching to online platforms, intricate questions in relation to remote teaching and learning dominate the discourse. Teacher educators (TEs) are now tasked with designing online modules, facilitating online learning, and providing direct instruction for students online. There is a dearth of literature which explores how TEs understand and enact pedagogies for the asynchronous learning environment (i.e. facilitate teaching presence). Also missing from the literature are specific features of professional development (PD) experiences which develop that essential knowledge base. This paper reports on a mixed methods study which explores how TEs are best supported to facilitate teaching presence in an asynchronous learning environment. 123 TEs from a range of disciplines across 15 TE institutions in Ireland, participated in the study. Data were collected from an extensive online questionnaire, individual semi-structured interviews and focus group interviews. Significant challenges in relation to planning for the asynchronous learning environment, fostering students' authentic engagement with module content and cultivating student interactivity were unearthed. Findings also outline critical characteristics of PD experiences which, from a TE-informed perspective, positively impact knowledge growth with particular reference to teaching presence in an asynchronous learning environment. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 151469346
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ó+Ceallaigh%2C+T%2E+J%2E%22">Ó Ceallaigh, T. J.</searchLink><relatesTo>1</relatesTo><i> tj.oceallaigh@mic.ul.ie</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Jun2021, Vol. 40 Issue 2, p349-358. 10p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As the COVID-19 pandemic has forced all Higher Education Institutions (HEIs) to transfer teaching to online platforms, intricate questions in relation to remote teaching and learning dominate the discourse. Teacher educators (TEs) are now tasked with designing online modules, facilitating online learning, and providing direct instruction for students online. There is a dearth of literature which explores how TEs understand and enact pedagogies for the asynchronous learning environment (i.e. facilitate teaching presence). Also missing from the literature are specific features of professional development (PD) experiences which develop that essential knowledge base. This paper reports on a mixed methods study which explores how TEs are best supported to facilitate teaching presence in an asynchronous learning environment. 123 TEs from a range of disciplines across 15 TE institutions in Ireland, participated in the study. Data were collected from an extensive online questionnaire, individual semi-structured interviews and focus group interviews. Significant challenges in relation to planning for the asynchronous learning environment, fostering students' authentic engagement with module content and cultivating student interactivity were unearthed. Findings also outline critical characteristics of PD experiences which, from a TE-informed perspective, positively impact knowledge growth with particular reference to teaching presence in an asynchronous learning environment. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151469346
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03323315.2021.1932553
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 349
    Subjects:
      – SubjectFull: Asynchronous learning
        Type: general
      – SubjectFull: Classroom environment
        Type: general
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Mixed methods research
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Student development
        Type: general
    Titles:
      – TitleFull: Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ó Ceallaigh, T. J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2021
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 03323315
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Irish Educational Studies
              Type: main
ResultId 1