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 accessAbstract
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
Cites
Statistics
Verification
Claims the paper makes
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?
In the citing paper
“The experience gives the faculty an idea about the amount of effort and time required to successfully complete assignments. The experience changes faculty attitudes in their beliefs about the ability of students to complete assignments and the amount of interaction that occurs in an online course (Gold, 2001).”
From Students' Perceptions of Quality Across Four Course Development Models (2018) · cites this paper as Gold, 2001
Citations
Cites
(2015) · Routledge eBooks · doi:10.4324/9781315712383-22 · Cited by 10,894
Democracy and education : an introduction to philosophy of education / John Dewey
Dewey, J. (1917) · The Journal of Philosophy Psychology and Scientific Methods · doi:10.2307/2940197 · Cited by 6,125
Designing Web Usability: The Practice of Simplicity
Nielsen, J. (1999) · Cited by 1,721
The Development of Thought: Equilibration of Cognitive Structures
Easley, J. A., Piaget, J., & Rosin, A. (1978) · Educational Researcher · doi:10.2307/1175382 · Cited by 1,259
Designing Web Usability: The practice of simplicity
McKibbin, S. (2001) · Interactive Marketing · doi:10.1057/palgrave.im.4340116 · Cited by 674
If you want to get ahead, get a theory
Karmiloff‐Smith, A., & Inhelder, B. (1974) · Cognition · doi:10.1016/0010-0277(74)90008-0 · Cited by 648
Sawyers, J. K., & Flavell, J. H. (1986) · Family Relations · doi:10.2307/584549 · Cited by 395
Rockwell, S. K., Schauer, J., Fritz, S. M., & Marx, D. B. (1999) · Lincoln (University of Nebraska) · Cited by 196
Cognitive development, 3rd ed.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993) · Cited by 173
Ewell, P. T. (1999) · Change The Magazine of Higher Learning · doi:10.1080/00091389909602682 · Cited by 141
Internet Use by Teachers: Conditions of Professional Use and Teacher-Directed Student Use
Becker, H. J. (1999) · Cited by 136
Schifter, C. C. (2000) · Online Learning · doi:10.24059/olj.v4i1.1907 · Cited by 131
The virtual campus : technology and reform in higher education
Dusen, G. C. V. (1997) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 129
Institutionalized Resistance To Asynchronous Learning Networks
Jaffee, D., & Paltz, S.-N. (1998) · Cited by 118
An Interpretation Construction Approach to Constructivist Design
Black, J. B., & McClintock, R. (2000) · Cited by 80
Constructivism in the Classroom: If I Teach This Way, Am I Doing My Job?.
Sprague, D. R., & DEDE, C. J. (1999) · Learning and leading with technology · Cited by 56
Faculty Education, Assistance and Support Needed to Deliver Education via Distance
Rockwell, K., Schauer, J., Fritz, S. M., & Marx, D. B. (2000) · Lincoln (University of Nebraska) · Cited by 47
Faculty Attitudes towards Teaching in the Distance Education Mode: An Exploratory Investigation.
Taylor, J. C., & White, V. (1991) · Research in Dance Education · Cited by 38
“If you want to get ahead, get a theory”
Karmiloff‐Smith, A., & Inhelder, B. (2018) · Routledge eBooks · doi:10.4324/9781315516691-2 · Cited by 28
Changes in Incentives, Rewards and Sanctions.
Lonsdale, A. J. (1993) · Higher education management · Cited by 20
Education, Commerce, and Communications: The Era of Competition
Turoff, M. (1999) · International Conference on Internet Technology and Applications · Cited by 13
Flagged first, then by citations
1 of the 23 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
E‐learning: emerging uses, empirical results and future directions
Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003) · International Journal of Training and Development · doi:10.1046/j.1360-3736.2003.00184.x · Cited by 764
Gopal, R., Singh, V., & Aggarwal, A. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10523-1 · Cited by 618
Online Engineering Education: Learning Anywhere, Anytime
Bourne, J., Harris, D. A., & Mayadas, F. (2005) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2005.tb00834.x · Cited by 488
An observational study of engineering online education during the COVID-19 pandemic
Asgari, S., Trajković, J., Rahmani, M., Zhang, W., Lo, R. C., & Sciortino, A. (2021) · PLoS ONE · doi:10.1371/journal.pone.0250041 · Cited by 351
Are We Asking the Right Questions?
Amundsen, C., & Wilson, M. (2012) · Review of Educational Research · doi:10.3102/0034654312438409 · Cited by 364
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
- 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
- diamond
- doi.org
- 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
