{"title":"以前的在线学习经历是偶然的专业发展：在线教师信念和策略横断面调查","authors":"Kerry J. Burner, Vanessa P. Dennen, Sihan Jian","doi":"10.1016/j.iheduc.2024.100977","DOIUrl":null,"url":null,"abstract":"<div><div>This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking, and use of quality measures. Findings from an online survey show that most instructors with prior online learning experience believe that experience has heavily shaped some of their teaching practices and their desire to teach online. Additionally, these instructors were significantly more likely than their counterparts without online learning experience to find end-of-week summaries, online discussions, and small group activities important. The implications of these and the non-significant findings around help-seeking and quality measures are discussed in the light of professional development programs and meeting the needs of online instructors in higher education environments.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"64 ","pages":"Article 100977"},"PeriodicalIF":6.4000,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies\",\"authors\":\"Kerry J. Burner, Vanessa P. Dennen, Sihan Jian\",\"doi\":\"10.1016/j.iheduc.2024.100977\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking, and use of quality measures. Findings from an online survey show that most instructors with prior online learning experience believe that experience has heavily shaped some of their teaching practices and their desire to teach online. Additionally, these instructors were significantly more likely than their counterparts without online learning experience to find end-of-week summaries, online discussions, and small group activities important. The implications of these and the non-significant findings around help-seeking and quality measures are discussed in the light of professional development programs and meeting the needs of online instructors in higher education environments.</div></div>\",\"PeriodicalId\":48186,\"journal\":{\"name\":\"Internet and Higher Education\",\"volume\":\"64 \",\"pages\":\"Article 100977\"},\"PeriodicalIF\":6.4000,\"publicationDate\":\"2024-11-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Internet and Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1096751624000393\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751624000393","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies
This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking, and use of quality measures. Findings from an online survey show that most instructors with prior online learning experience believe that experience has heavily shaped some of their teaching practices and their desire to teach online. Additionally, these instructors were significantly more likely than their counterparts without online learning experience to find end-of-week summaries, online discussions, and small group activities important. The implications of these and the non-significant findings around help-seeking and quality measures are discussed in the light of professional development programs and meeting the needs of online instructors in higher education environments.
期刊介绍：
The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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