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A Reflection on Teachers' Experience as E-Learners
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Author(s): Tony Cunningham (School of Real Estate and Construction Economics, Dublin Institute of Technology, Ireland), Claire McDonnell (School of Chemical and Pharmaceutical Sciences, Dublin Institute of Technology, Ireland), Barry McIntyre (School of Business and Humanities, Dun Laoghaire Institute of Art, Design and Technology, Ireland)and Theresa McKenna (National College of Art and Design, Ireland)
Copyright: 2009
Pages: 29
Source title:
Applied E-Learning and E-Teaching in Higher Education
Source Author(s)/Editor(s): Roisin Donnelly (Dublin Institute of Technology, Ireland)and Fiona McSweeney (Dublin Institute of Technology, Ireland)
DOI: 10.4018/978-1-59904-814-7.ch004
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Abstract
This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on designing e-learning. An understanding of the student perspective on online learning was obtained, but we were also able to reflect on our participation in the module on the basis of our other roles: as teachers and potential e-tutors, and as course designers. As a result, important considerations were identified for the design and facilitation of online courses. These include the support provided to online learners, particularly over the first few weeks; appropriate assessment methods; the facilitation of online collaboration; access to the Internet; time management; and contextualising and scaffolding learning activities. Some issues relating to the implementation of effective e-learning in higher education institutions were also considered. Our lived experience as e-learners was invaluable to our development as e-tutors and module designers, and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning.
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