A Pedagogical Perspective on Online Teaching

Research output: Contribution to journalJournal articleResearchpeer-review

324 Downloads (Pure)

Abstract

In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online courses were developed. Based on post-course indepth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed
Original languageEnglish
JournalInternational Journal of Higher Education Management
Volume2
Issue number2
Pages (from-to)1-13
ISSN2054-9849
Publication statusPublished - 2016

Keywords

  • Online teaching
  • Pedagogical principles
  • Student learning
  • Alignment

Cite this

@article{513e55d6e1cc49f291085e2d7e1fd120,
title = "A Pedagogical Perspective on Online Teaching",
abstract = "In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online courses were developed. Based on post-course indepth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed",
keywords = "Online teaching, Pedagogical principles, Student learning, Alignment , Online teaching, Pedagogical principles, Student learning, Alignment",
author = "Annemette Kj{\ae}rgaard and {Uth Thomsen}, Thyra",
year = "2016",
language = "English",
volume = "2",
pages = "1--13",
journal = "International Journal of Higher Education Management",
issn = "2054-9849",
publisher = "Academy of Business & Retail Management Research",
number = "2",

}

A Pedagogical Perspective on Online Teaching. / Kjærgaard, Annemette; Uth Thomsen, Thyra.

In: International Journal of Higher Education Management, Vol. 2, No. 2, 2016, p. 1-13.

Research output: Contribution to journalJournal articleResearchpeer-review

TY - JOUR

T1 - A Pedagogical Perspective on Online Teaching

AU - Kjærgaard, Annemette

AU - Uth Thomsen, Thyra

PY - 2016

Y1 - 2016

N2 - In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online courses were developed. Based on post-course indepth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed

AB - In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online courses were developed. Based on post-course indepth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed

KW - Online teaching

KW - Pedagogical principles

KW - Student learning

KW - Alignment

KW - Online teaching

KW - Pedagogical principles

KW - Student learning

KW - Alignment

M3 - Journal article

VL - 2

SP - 1

EP - 13

JO - International Journal of Higher Education Management

JF - International Journal of Higher Education Management

SN - 2054-9849

IS - 2

ER -