Keyword

Online teaching, Pedagogical principles, Student learning, Alignment

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 in-depth 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.


Full Text : PDF

References
  1. Beck, S., 2013. Læring mellem biologi og kultur. [Learning within biology and culture]. In: Beck, S. and Hansen, D. R. (eds.) Frihed og Styring. En antologi om læringskulturer i forandring. [Freedom and control. An anthology about learning cultures in transformation]. Viborg: Syddansk Universitetsforlag, 29-64.
  2. Dohn, N.B, Thosen, M., og Larsen, S., 2013. E-læring. [E-learning]. In: Rienecker, L., Jørgensen, P.S., Dolin, J. and Ingerslev, G.H. (red.) Universitetspædagogik. [University pedagogics]. Frederiksberg: Samfundslitteratur, 299-328.
  3. Kjærgaard, A. L. and Thomsen, T. U., 2015. Fra LAT til SAT: Online kurser i et universitetspædagogisk perspektiv. [From lecture hours to student work hours: Online courses in a higher education pedagogical perspective]. In: Jørgensen, P.S. and Rienecker, L. (eds.) Universitetspædagogiske praksisser. [Pedagogical pratices in higher education]. København, Samfundslitteratur.
  4. Kolb, D. A., 1984. Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, N. J.: Prentice-Hall.
  5. Kolb, A. and Kolb, D., 2005. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning and Education, 4(2)
  6. Kuh, G. D., 2003. What we’re learning about student engagement from NSSE. Change, 35: 24–31. 
  7. McCracken, G., 1988. The long interview. Newbury Park, CA, USA: Sage. 
  8. Russell, P. and Mattick, K., 2005. Does streaming of a lecture result in empty seats? ALT-C 2005: Exploring the frontiers of e-learning – border, outposts and migration, September 6-8 2005, Manchester, UK.
  9. Salmon, G., 2013. Etivities. The key to active online learning. New York: Taylor & Francis.
  10. Turner, M. and Baskerville, R. (2013): The Experience of Deep Learning by Accounting Students. Accounting Education: an international journal, 2013, 22(6), 582–604.
  11. Tække, J. and Paulsen, M., 2013. Sociale medier i gymnasiet – mellem forbud og ligegyldighed. [Social media in high school – between ban and indifference]. København: Unge pædagoger.
  12. Von Konsky, B.R., Ivins, J. and Gribble, S.J., 2009. Lecture attendance and web-based lecture technologies: a comparison of student perceptions and usage patterns, Australian Journal of Educational Technology, 25(4), 581-595.
  13. Vygotsky, L., 1978. Mind in society. Cambridge, MA: Harvard University Press.
  14. Young, C. and Moes, S., 2013. Beyond Lecture Recording. European Union Lifelong Learning Programme. [Online] Available from: 
  15. http://api.ning.com/files/2Y4vv8KkoBkMNhuaqyhpodjwMv*tI-uj6WTUsFmSjibkQSrMQJRh0Q1l1*2Y17RZ6PTMFG46MGti-DcsutecmdhQWGVpCdZw/BeyondLectureRecording2013aTOC.pdf [Accessed: 17th June, 2015].