Stopping Teachers to Reflect and Improve the Quality of Online Education PROCEEDINGS
Riina Helenius, Irja Leppisaari, Central Ostrobothnia University of Applied Sciences, Finland
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Supporting the development of a teacher's pedagogical thinking is considered a prerequisite for meaningful online education. AVERKO has developed an innovative model to enhance qualitative online education based on professional development discussions. This research aims to clarify conceptions teachers have of meaningful online tutoring, its foundations and principles as well as enhance the professional growth through professional development discussions between online teachers and experts within different fields of an educational organisation. The research shows that professional development discussions help teachers to reflect on their own work and be aware of areas requiring development in online tutoring, thereby improving its quality. The discussions have also supplied tools for the leadership and further development of collegial online pedagogical support, for example in the form of peer mentoring and generally by directing online education into a more communal teaching culture.
Helenius, R. & Leppisaari, I. (2006). Stopping Teachers to Reflect and Improve the Quality of Online Education. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2527-2532). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2006 AACE