CoChat
Sign Up
Cited by 222Online and Blended LearningEvaluation of Teaching PracticesEducational Technology and E-Learning

The DOI matches its Crossref record; 22 of the 23 references it cites were found in a registry or an index.

A CONSTRUCTIVIST APPROACH TO ONLINE TRAINING FOR ONLINE TEACHERS

Open access
Gold, Sanford·2001·Online Learning
DOI 10.24059/olj.v5i1.1886
Open this paper in CoChat — free accountOpen PDF

Abstract

This article examines the pedagogical role of the teacher in online education. Specifically, the transition from in-class room instruction to online instruction is a complex one involving specialized training in the technical aspects of delivering quality educational materials (or environments) to the students, and specialized training in how to foster knowledge acquisition within this new environment. The article focuses on the pedagogical training that an online instructor needs to become an effective teacher.The article investigates a two-week faculty development pedagogical training course aimed at preparing teachers to operate effectively within an online educational environment. In attempting to orient the teacher to the online environment, the course used a constructivist instructional methodology within an online context. Several types of collaborative exercises were employed such as virtual field trips, online evaluations, interactive essays, and group projects. The sample (N=44) represented veteran college teachers with little online teaching or studying experience. Tenured faculty (30%) and Instructors (25%) composed the majority of the class. The group had well over 13 years classroom teaching experience (53%), and over three-quarters are currently teaching in higher education institutions. Hypotheses were tested through online data collection and surveys to find out the effects of the pedagogical training on the participants. One important finding of the study concludes that teachers exposed to the course significantly changed their attitudes toward online instruction seeing it as more participatory, and interactive than face-to-face instruction. Another major finding is that after the course, teachers saw the online medium as more of an extension of their faculty work. That is, faculty were more willing to use the online medium as an extension of their duties.

Overview

Integrity signals

Registry

Crossref · 10.24059/olj.v5i1.1886

Cites

22 of 22 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 23 references

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Gold, S.
Corresponding author
Gold, Sanford
Venue
Online Learning
Publisher
The Online Learning Consortium
Published
2001-03-01
Volume
5
Issue
1
ISSN
  • 1092-8235 (ISSN-L)
  • 2472-5730
  • 2472-5749
DOI
10.24059/olj.v5i1.1886
OpenAlex
W196822584
Cited by
222
References
23
Citations by year
2026: 1 · 2025: 4 · 2024: 3 · 2023: 9 · 2022: 13 · 2021: 24 · 2020: 6 · 2019: 10 · 2018: 10 · 2017: 9 · 2016: 11 · 2015: 10 · 2014: 13 · 2013: 11 · 2012: 15
FWCI
35.68
Type
journal article
Language
en
Open access
Licence
Locations
  • Online Learning (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
Keywords
online learning, faculty development, constructivist teaching, online teacher training, university faculty, virtual learning environments, collaborative learning activities, virtual field trips, group projects, online assessment

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review