South African Teachers' Engagement in Teach Online: A Case Study about Short Course Design

Autor/in	Stott, Angela
Titel	South African Teachers' Engagement in Teach Online: A Case Study about Short Course Design
Quelle	In: Perspectives in Education, 40 (2022) 1, S.268-287 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stott, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v40.i1.16
Schlagwörter	Foreign Countries; Developing Nations; Technological Literacy; Electronic Learning; Educational Technology; Technology Uses in Education; Learner Engagement; Professional Development; Pedagogical Content Knowledge; Cooperative Learning; Cognitive Processes; Teachers; Teacher Attitudes; Access to Computers; Teacher Persistence; Instructional Design; South Africa + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Technisches Wissen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz; Kooperatives Lernen; Cognitive process; Kognitiver Prozess; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the developing world numerous barriers hinder teachers' uptake of the pedagogical and technological skills needed to teach online. This study sought to contribute to an understanding of effective programme design for developing such skills in such contexts by exploring the engagement of a cohort of South African teachers (n=97 initially, decreasing to n=25 across the programme) in a pedagogically and technologically moderately advanced 80-hour short learning programme (SLP). The research is guided by research questions regarding the retention and engagement across the SLP and design elements that affected these. A description of the SLP is given in terms of the teaching, social and cognitive presences included, as well as Chickering and Gamson's seven principles of good practice. Data were collected regarding the numbers of participants engaging in activities across the duration of the SLP. In addition, 20 of the participants who completed the SLP volunteered to answer a questionnaire with 31 Likert-scale items regarding engagement levels, and 3 open-ended items concerning their experiences with the SLP. Content analysis was performed, and findings were interpreted using collaborative cognitive load theory. The findings show high attrition levels, particularly during the registration and orientation processes. High engagement levels were found for those who managed to complete the SLP successfully, with approximately equal representation of these teachers from schools serving richer and poorer communities. The design description and derived recommendations are likely to be of value to designers of online SLPs, particularly within the developing world context, and particularly while the COVID-19 pandemic necessitates use of online teaching. Recommendations are inclusion of: (1) participation marks to promote engagement in collaboration; (2) short videos to clarify (a) the nature of the SLP up-front and (b) engagement instructions. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01