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dc.contributor.authorHallissy, Michael
dc.date.accessioned2022-07-22T09:37:20Z
dc.date.available2022-07-22T09:37:20Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.13012/114
dc.description.abstractThis case-study is set within the context of a new online Masters Programme for teachers within Hibernia College, the Masters of Arts in Teaching and Learning (MATL). It explores how tutors and students interact using synchronous computer mediated conferencing (SCMC) technologies during live tutorial sessions. The study found that students and tutors did not have an agreed set of ground rules for these online events and thus there was a need for a signature pedagogy to clarify this. It was observed, using the Flanders Interaction Analysis Categories (FIAC) and tutor interviews, that the level of interaction during these tutorials was predominantly teacher led with little evidence of student voice. Further analysis found that there was also limited evidence of critical discussion. The study has developed a toolkit comprising an expanded FIAC framework and an adapted version of Brookfield and Preskill’s Dispositions for Critical Discussion. The toolkit is designed to enable tutors to reflect on their tutorial practice. Using a cyclical process tutors can capture, codify and analyse their existing knowledge with a view to developing critical discussion as the signature pedagogy for their online tutorials. In this way Hibernia College can assist tutors in building their own professional practice knowledge with the ultimate goal of enhancing student learning on the programme. The study is set against a backdrop where higher education institutions are placing greater significance on online interactions and this is placing new demands on the pedagogical repertoire of their faculty.
dc.language.isoenen_US
dc.subjectOnline teachingen_US
dc.subjectOnline learningen_US
dc.subjectTeaching and learningen_US
dc.subjectHibernia Collegeen_US
dc.subjectteacher professionalismen_US
dc.subjectMasters of Arts in Teaching and Learningen_US
dc.subjectFlanders Interaction Analysis Categoriesen_US
dc.subjectsynchronous computer mediated conferencingen_US
dc.titleBuilding teacher professionalism in teaching-learning interactions between online tutors and learners during synchronous tutorials – a case study from Hibernia College.en_US
dc.typeThesisen_US
html.description.abstractThis case-study is set within the context of a new online Masters Programme for teachers within Hibernia College, the Masters of Arts in Teaching and Learning (MATL). It explores how tutors and students interact using synchronous computer mediated conferencing (SCMC) technologies during live tutorial sessions. The study found that students and tutors did not have an agreed set of ground rules for these online events and thus there was a need for a signature pedagogy to clarify this. It was observed, using the Flanders Interaction Analysis Categories (FIAC) and tutor interviews, that the level of interaction during these tutorials was predominantly teacher led with little evidence of student voice. Further analysis found that there was also limited evidence of critical discussion. The study has developed a toolkit comprising an expanded FIAC framework and an adapted version of Brookfield and Preskill’s Dispositions for Critical Discussion. The toolkit is designed to enable tutors to reflect on their tutorial practice. Using a cyclical process tutors can capture, codify and analyse their existing knowledge with a view to developing critical discussion as the signature pedagogy for their online tutorials. In this way Hibernia College can assist tutors in building their own professional practice knowledge with the ultimate goal of enhancing student learning on the programme. The study is set against a backdrop where higher education institutions are placing greater significance on online interactions and this is placing new demands on the pedagogical repertoire of their faculty.en_US


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