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Benchmark yourself: Self-reflecting about online teaching
PROCEEDINGS

, Avondale College of Higher Education, Australia ; , Edith Cowan University, Australia ; , Newbold College of Higher Education, United Kingdom

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Teachers need effective online teaching and course development skills to engage higher education students in meaningful, socially contextual, challenging and engaging learning experiences. To develop these skills, academic teaching staff typically attend professional learning activities, such as workshops to investigate online learning and strategies, engage in one-to-one consultations with online learning experts, and analyse practical exemplars. Online teacher/designers are often perplexed by the transitional conundrums between the modes of on -campus and online teaching, and grapple with how to endow online learning contexts with the same qualities of good on - campus learning contexts. Many online teachers and designers of online courses are self -taught whereas others rely on institutionally-provided courses, workshops and seminars to extend their online teaching skills. This paper reports on a utilisation-focused evaluation methodology (Patton, 1997) that was adopted to develop a self-reflection rubric tool to guide academic teaching staff in the evaluation of their own online teaching and course development skills.

Citation

Northcote, M., Seddon, J. & Brown, P. (2011). Benchmark yourself: Self-reflecting about online teaching. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 904-908). Australasian Society for Computers in Learning in Tertiary Education. Retrieved November 12, 2019 from .

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