Abstract
Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the concept of chunking content into modules, the skills associated with screen casting and posting a course tour, and the practice of socializing students to the course organization through demonstration, explanation, and reinforcement. This empirical-qualitative study collected 123 cases of troublesome knowledge from 41 participants and analyzed them through Perkins’ troublesome knowledge framework. Results include subcategories and common themes across cases of inert, ritual, conceptually difficult, tacit, and foreign/alien knowledge. From these results, we recommend that faculty development approaches should take specific aspects and cases of troublesome knowledge into consideration for online teaching preparation.
Highlights
Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way
For clarity in this paper, we use the term “instructional design professional” categorically to include those roles. This introduction begins with an example that illustrates a common dilemma for instructional design professionals in higher education that, when unpacked, reveals larger questions addressed in this research study about how faculty learn how to teach in online, blended, and technologically-enhanced modalities
Our study aims to better understand what these barriers are and how they are unique to online teaching, an especially relevant problem to higher education institutions as they continue to increase their online offerings, and as the number of available tools and features only grows each year
Summary
Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. New professional roles are evolving with the aim of preparing and supporting faculty to teach in online, blended, and technologically-enhanced modalities These roles include instructional designers, learning designers, academic technologists, and other educational developers. For clarity in this paper, we use the term “instructional design professional” categorically to include those roles This introduction begins with an example that illustrates a common dilemma for instructional design professionals in higher education that, when unpacked, reveals larger questions addressed in this research study about how faculty learn how to teach in online, blended, and technologically-enhanced modalities. We will describe our study design (a survey instrument given to instructional designers and those with similar roles), our results, and the implications that our findings have on the field of instructional design In this empirical-qualitative study, we sought to investigate sources and stories of Troublesome Knowledge (Perkins, 1999) associated with learning how to teach online. Complementary research questions: 1. What aspects of learning to teach online are troublesome for some faculty learners?
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