Pedagogical Practices of NetNZ Teachers for Supporting Online Distance Learners

Autor/in	Lai, Kwok-Wing
Titel	Pedagogical Practices of NetNZ Teachers for Supporting Online Distance Learners
Quelle	In: Distance Education, 38 (2017) 3, S.321-335 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2017.1371830
Schlagwörter	Online Courses; Distance Education; Teacher Student Relationship; Secondary School Teachers; Online Surveys; Active Learning; Inquiry; Educational Practices; Teaching Methods; Instructional Effectiveness; Instructional Innovation; Learning Motivation; Learner Engagement; Teacher Attitudes; Questionnaires; School Support; Foreign Countries; Case Studies; New Zealand + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Motivation for studies; Lernmotivation; Lehrerverhalten; Fragebogen; Schulförderverein; Ausland; Case study; Fallstudie; Case Study; Neuseeland
Abstract	A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher-student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01