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Competences for Online Teaching: A special report

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Peter Goodyear at The University of Sydney
Peter Goodyear
Gilly Salmon at Education Alchemists. Ltd
Gilly Salmon
  • Education Alchemists. Ltd
Jonathan Michael Spector at University of North Texas
Jonathan Michael Spector
Christine Steeples
Christine Steeples
Christine Steeples
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Competences for online teaching: A special report
Peter Goodyear; Gilly Salmon; J Michael Spector; Christine Steeples; Sue Tickner
Educational Technology, Research and Development; 2001; 49, 1; Wilson Education Abstracts
pg. 65
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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... These four areas were chosen with reference to the instrument adapted from Martin et al. (2019). These four areas were chosen with reference to the instrument adapted from Martin et al. (2019) as they are aligned to the seven principles of effective pedagogical practices for online teaching as synthesized by Bailey & Card (2009) and eight roles of an effective online teacher proposed by Goodyear et al. (2001), as described in Table 1. ...
... Yet, they still faced problems while conducting the lessons due to shortages faced by their pupils in terms of digital devices, network coverage, and facilities. These findings concur with other researchers' (Bailey, 2009;Goodyear et al., 2001;Hawati & Jarud, 2020;Martin et al., 2019) views that adequate equipment and ample ICT knowledge are vital for successful online teaching and learning. Adequate facilities will ensure a conducive setting and environment as both teachers and pupils are still grappling with the implementation of online teaching and learning as their previous lessons (when using the Google Classroom platform) were normally conducted with the presence of both the teachers and the learners in one same place, whereas the ones they had during the pandemic outbreak was more of remote learning. ...
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... Dillenbourg (2002) stated that learning is not a linear process. Active participation and collaboration in small groups often lead to interactive construction of knowledge in an online learning environment and scripting, or the assignment of roles, can augment that construction of knowledge in the VLPD (Goodyear et al., 2001;De Laat et al., 2006). Although scripting does not guarantee higher-order critical thinking skills, it can facilitate getting participants to negotiate learning together. ...
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... However, mastering the technical demands of the delivery alone will not assure the success of the facilitation. Goodyear, Salmon, Spector, Steeples and Tickner (2001) listed the important roles of a competent online teacher as:  Content facilitator  Technology consultant  Educational Designer  Course administrator and record keeper  Process facilitator  Learner adviser and counsellor  Learning assessor  Content researcher We found that there were certainly a number of elements to the facilitation of virtual classroom courses which would not have been encountered in a traditional classroom setting, and the facilitator had to ensure that he/she was able to cope with these requirements, in order to create a successful learning community. ...
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... They needed to prepare engaging lessons and facilitate students' learning within restricted online learning conditions. Several studies on the implementation of online learning have been conducted because online learning is considered to be more flexible, interactive, and futuristic (Goodyear, Salmon, Spector, Steeples & Tickner, 2001;Joshi et al., 2020;Ko & Rossen, 2017;Wang & Liu, 2020). However, teaching online requires more capital and preparation than face-to-face teaching in a traditional classroom (Tessaro, Murugan & Persinger, 2015). ...
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... When teachers act as facilitators, learners, and advisors, they need to be deeply involved in the design of various interaction mechanisms and establish connections with various interaction subjects during teaching (Carrillo & Flores, 2020). When teachers act as troubleshooters, in the absence of technical specialists, they need to help students deal with potential software and hardware failures that may occur at any time (Goodyear et al., 2001). When they act as vigilant parents, they should communicate timely with students and their parents to prevent academic misconduct and misuse of teaching equipment (Ilmanto et al., 2021;Comas-Quinn et al., 2012). ...
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structured around the key areas of research within the field [teachers' beliefs and knowledge] / begins with the history of development of the research area / followed by an account of the research methodology that has grown up around this topic and a review of empirical inquiries into teacher cognitions, including research on teacher planning, interactive thinking, and postactive reflection / research on teachers' knowledge is reviewed, followed by a short discussion of the implications of research in the field for teacher education, curriculum development, and school improvement / review concludes with a look at possible future directions of research methodology [simulations, commentaries, concept mapping and repertory grid, ethnography and case studies, narratives] / purpose, validity, and reliability (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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