"Too Hard, Too Busy": A Case Study in Overcoming These Barriers to Online Teaching Watson, Karin en_US McIntyre, Simon en_US 2021-11-25T12:25:20Z 2021-11-25T12:25:20Z 2012 en_US
dc.description.abstract The adoption and integration of online learning and teaching in higher education is becoming increasingly important in our rapidly changing digital society. While many teachers and academics acknowledge the importance of adapting their own teaching practice to this new approach, knowing how and where to get started can be a daunting task for many. There is an overwhelming amount of professional development information regarding online teaching available to educators through workshops, the Internet, books, technical demonstrations and academic papers. However time-poor teachers often find it difficult to invest time and effort into attending workshops, or analysing available theory and research (McIntyre 2011) to derive online teaching approaches relevant to their own situations. Similarly, many teachers first embarking on a new online initiative can find it an isolating and frustrating experience, with limited peer support (Bennett, Priest and Macpherson 1999) and practical pedagogical guidance while ‘learning the ropes’ or preparing course curriculum. So what approach can be taken to firstly connect with these teachers at the ‘coalface,’ and then support them through their initial investigations and subsequent development of online teaching practice? In 2009, COFA Online at The University of New South Wales won funding from the Australian Learning and Teaching Council (ALTC) Competitive Grant Scheme for a project called Learning to Teach Online (LTTO): Developing high-quality video and text resources to help educators teach online The project’s aim was to produce a set of resources to enable more educators, particularly those with no online experience, to successfully adopt and develop online teaching practices, and to reach a diverse audience of teachers across different disciplines and institutions throughout the world. This paper discusses the strategies adopted by the LTTO Project to ensure the resources focused on pedagogy and were perceived as pragmatic, easy to use and readily adaptable. It also outlines how the adoption of social media as a dissemination method facilitated easy access to the resources by a wide audience of teachers both with and without online teaching experience, and promoted greater awareness and uptake across disciplines and institutions around the world. It demonstrates, through summative and formative evaluations, how this approach effectively encouraged teachers to get started with their online teaching and stimulated their interest in further research on the topic. en_US
dc.description.uri en_US
dc.identifier.isbn 978-1-908272-43-0 en_US
dc.language English
dc.language.iso EN en_US
dc.publisher Academic Conferences International en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.subject.other professional development en_US
dc.subject.other Pedagogy en_US
dc.subject.other elearning en_US
dc.title "Too Hard, Too Busy": A Case Study in Overcoming These Barriers to Online Teaching en_US
dc.type Conference Paper en
dcterms.accessRights open access
dspace.entity.type Publication en_US
unsw.description.publisherStatement Publisher website: en_US
unsw.identifier.doi Reading, UK en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofconferenceLocation Hong Kong en_US
unsw.relation.ispartofconferenceName ICEL 2012 - 7th International Conference on E-Learning en_US
unsw.relation.ispartofconferenceProceedingsTitle Proceedings of the 7th International Conference on E-Learning en_US
unsw.relation.ispartofconferenceYear 2012 en_US
unsw.relation.ispartofpagefrompageto 453-460 en_US
unsw.relation.originalPublicationAffiliation Watson, Karin, COFA Online, College of Fine Arts, UNSW en_US
unsw.relation.originalPublicationAffiliation McIntyre, Simon, COFA Online, College of Fine Arts, UNSW en_US School of Art and Design *
unsw.subject.fieldofresearchcode 130202 Curriculum and Pedagogy Theory and Development en_US
unsw.subject.fieldofresearchcode 130313 Teacher Education and Professional Development of Educators en_US
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