Risorse digitali per lo sviluppo professionale sull’e-learning: un approccio self-paced all’apprendimento professionale
Barra laterale articolo
Pubblicato
apr 6, 2018
Contenuto principale articolo
Abstract
Dato il numero crescente di università che hanno adottato soluzioni e-learning o blended, lo sviluppo professionale degli accademici viene considerato sempre più come una strategia fondamentale per innovare le pratiche didattiche dei docenti. Tuttavia, numerose barriere, tra cui i vincoli spaziotemporali, impediscono ai docenti di frequentare programmi di formazione. Un formato online flessibile dovrebbe adattarsi meglio alle esigenze degli utenti. A questo proposito, sebbene esista una letteratura sugli interventi in presenza, gli studi sui corsi online self-paced sono ancora limitati. Questo articolo presenta un corso online self-paced per lo sviluppo professionale dei docenti sull’e-learning e ne esplora la corrispondenza con i bisogni degli utenti. Si apre con un esame della letteratura e una spiegazione delle strategie progettuali adottate. Illustra poi i metodi utilizzati e l’analisi dei dati raccolti. I risultati mostrano che, a seconda dei livelli di esperienza e di motivazione, gli utenti manifestano modelli diversi di uso dei contenuti e delle attività selezionate. In tal senso essi confermano l’importanza di adottare approcci progettuali basati su principi self-paced.
Dettagli articolo
Sezione
Articoli - Numero speciale
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale 4.0 Internazionale.
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Riferimenti bibliografici
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Dailey-Hebert, A., Mandernach, B. J., Donnelli-Sallee, E., & Norris, V. R. (2014). Expectations, Motivations, and Barriers to Professional Development: Perspectives from Adjunct Instructors Teaching Online. The Journal of Faculty Development, 28(1), 67-82.
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Meyer, K. A (2014). An analysis of the research on faculty development for online teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4), 93-112. doi: 10.24059/olj.v17i4.320
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Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122–131. doi: 10.1016/j.tate.2012.09.002
Rizzuto, M. (2017). Design Recommendations for Self-Paced Online Faculty Development Courses.
TechTrends, 61, 77–86. doi: 10.1007/s11528-016-0130-8
Roberto, M. G. (2012). E-learning: le università italiane. Retrieved from https://www.formazionesalerno.com/e-learning-le-universita-italiane
Shattuck, J., Dubins, B., & Zilberman, D. (2011). Maryland Online’s inter-institutional project to train higher education adjunct faculty to teach online. International Review of Research in Open and Distance Learning, 12(2), 40–61. doi: 10.19173/irrodl.v12i2.933.
Steinert, Y., Macdonald, M., Boillat, M., Elizov, M., Meterissian, S., Razack, S., & ... McLeod, P. (2010). Faculty development: if you build it, they will come. Medical Education, 44(9), 900-907. doi: 10.1111/j.1365-2923.2010.03746.x
Thomas, T., Karr, S., Kelley, K. W., & McBane, S. (2012). Overcoming barriers to scholarly activity in a clinical practice setting. American Journal of Health-System Pharmacy, 69(6), 465-467. doi: 10.2146/ ajhp110290
Weaver, D., Robbie, D., & Borland, R. (2008). The Practitioner’s Model: Designing a Professional Development Program for Online Teaching. International Journal on E-Learning, 7(4), 759-774.
Bichsel, J. (2013). The State of E-Learning in Higher Education: An Eye toward Growth and Increased Access (Research Report). Louisville, CO: EDUCAUSE Center for Analysis and Research.
Catelani, M., Formiconi, A., Ranieri, M., Pezzati, F., Raffaghelli, J. E., Renzini, G, & Gallo, F. (2017). Didattica in e-Learning (DIDeL). Primi risultati dei laboratori per lo sviluppo delle competenze tecnologiche per l’eLearning universitario. Paper presented at EMEMITALIA 2017 – Progress to work. Contesti, processi educativi e mediazioni tecnologiche, Bolzano 30th August – 1st September 2017.
Dailey-Hebert, A., Mandernach, B. J., Donnelli-Sallee, E., & Norris, V. R. (2014). Expectations, Motivations, and Barriers to Professional Development: Perspectives from Adjunct Instructors Teaching Online. The Journal of Faculty Development, 28(1), 67-82.
Elliott, M., Rhoades, N., Jackson, C. M., & Mandernach, B. J. (2015). Professional development: Designing initiatives to meet the needs of online faculty. Journal of Educators Online, 12(1), 160-188. Retrieved from https://files.eric.ed.gov/fulltext/EJ1051031.pdf
Felder, R. M., & Brent, R. (2010). The national effective teaching institute: Assessment of impact and implications for faculty development. Journal of Engineering Education, 99(2), 121-134. doi: 10.1002/ j.2168-9830.2010.tb01049.x
Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304–317. doi: 10.1504/IJTEL.2012.051816
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–438.
Formiconi, A. (2016). La tortuosa via della didattica online nell’università. Studi sulla Formazione, 19(1), 105–132. doi: 10.13128/Studi_Formaz-18564
Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-Learning in European Higher Education Institutions. Brussels, BE: European University Association (EUA).
Ghislandi, P., & Raffaghelli, J. E. (2012). Implementing Quality e-learning in Higher Education: change efforts, tensions and contradictions. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the Fifth Annual Edition of ICERI2012: 5th International Conference of Education, Research and Innovation (pp. 1107–1117). Barcelona, Spain 19-21 November 2012: IATED.
Hénard, F., & Roseveare, D. (2012). Fostering Quality Teaching in Higher Education: Policies and Practices. Paris, FR: OECD.
Henning, T. B. (2012). Writing Professor as Adult Learner: An Autoethnography of Online Professional Development. Journal of Asynchronous Learning Networks, 16(2), 9-26. doi: 10.24059/olj.v16i2.251
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2014). The adult learner: the definitive classic in adult education and human resource development. London, UK: Routledge.
Kyalo, I.W., & Hopkins, S. (2013). Exploring the acceptability of online learning for continuous professional development at Kenya Medical Training Colleges. Electronic Journal of E-learning, 11(2), 82–90. Retrieved from http://www.ejel.org/issue/download.html?idArticle=236
Mason, R. (2002). Review of E-learning for Education and Training. In Proceedings of the Networked Learning Conference 2002. Lancaster, UK 26-28 March 2002. Retrieved from http://www.networkedlearningconference.org.uk/past/nlc2002/proceedings/symp/02.htm#02a
Meyer, K. A (2014). An analysis of the research on faculty development for online teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4), 93-112. doi: 10.24059/olj.v17i4.320
Mor, Y., & Winters, N. (2007). Design approaches in technology-enhanced learning. Interactive Learning Environments, 15(1), 61–75. doi: 10.1080/10494820601044236
Ranieri, M. (2005). E-learning: Modelli e strategie didattiche. Trento, IT: Erickson.
Ranieri, M., Pezzati, F., & Raffaghelli, J. E. (2017). Towards a model of faculty development in the digital age. The DIDe-L program’s case. In Proceedings of 11th International Technology, Education and Development Conference (pp. 5094-5102). Valencia, Spain 6-8 March 2017: IATED.
Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122–131. doi: 10.1016/j.tate.2012.09.002
Rizzuto, M. (2017). Design Recommendations for Self-Paced Online Faculty Development Courses.
TechTrends, 61, 77–86. doi: 10.1007/s11528-016-0130-8
Roberto, M. G. (2012). E-learning: le università italiane. Retrieved from https://www.formazionesalerno.com/e-learning-le-universita-italiane
Shattuck, J., Dubins, B., & Zilberman, D. (2011). Maryland Online’s inter-institutional project to train higher education adjunct faculty to teach online. International Review of Research in Open and Distance Learning, 12(2), 40–61. doi: 10.19173/irrodl.v12i2.933.
Steinert, Y., Macdonald, M., Boillat, M., Elizov, M., Meterissian, S., Razack, S., & ... McLeod, P. (2010). Faculty development: if you build it, they will come. Medical Education, 44(9), 900-907. doi: 10.1111/j.1365-2923.2010.03746.x
Thomas, T., Karr, S., Kelley, K. W., & McBane, S. (2012). Overcoming barriers to scholarly activity in a clinical practice setting. American Journal of Health-System Pharmacy, 69(6), 465-467. doi: 10.2146/ ajhp110290
Weaver, D., Robbie, D., & Borland, R. (2008). The Practitioner’s Model: Designing a Professional Development Program for Online Teaching. International Journal on E-Learning, 7(4), 759-774.