Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online
Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the concept of chunki...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2021-09-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2641 |
| _version_ | 1827359606380167168 |
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| author | Lorna Stephanie Gonzalez Christopher Salem Ozuna |
| author_facet | Lorna Stephanie Gonzalez Christopher Salem Ozuna |
| author_sort | Lorna Stephanie Gonzalez |
| collection | DOAJ |
| description |
Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the concept of chunking content into modules, the skills associated with screen casting and posting a course tour, and the practice of socializing students to the course organization through demonstration, explanation, and reinforcement. This empirical-qualitative study collected 123 cases of troublesome knowledge from 41 participants and analyzed them through Perkins’ troublesome knowledge framework. Results include subcategories and common themes across cases of inert, ritual, conceptually difficult, tacit, and foreign/alien knowledge. From these results, we recommend that faculty development approaches should take specific aspects and cases of troublesome knowledge into consideration for online teaching preparation.
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| first_indexed | 2024-03-08T06:32:45Z |
| format | Article |
| id | doaj.art-c62044107d9a4fed86c3afb4ff7c7794 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:32:45Z |
| publishDate | 2021-09-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-c62044107d9a4fed86c3afb4ff7c77942024-02-03T11:10:03ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302021-09-0125310.24059/olj.v25i3.2641Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach OnlineLorna Stephanie Gonzalez0Christopher Salem Ozuna1California State University, Channel IslandsUniversity of California Santa Barbara; California State University Channel Islands Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the concept of chunking content into modules, the skills associated with screen casting and posting a course tour, and the practice of socializing students to the course organization through demonstration, explanation, and reinforcement. This empirical-qualitative study collected 123 cases of troublesome knowledge from 41 participants and analyzed them through Perkins’ troublesome knowledge framework. Results include subcategories and common themes across cases of inert, ritual, conceptually difficult, tacit, and foreign/alien knowledge. From these results, we recommend that faculty development approaches should take specific aspects and cases of troublesome knowledge into consideration for online teaching preparation. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2641online teachingtroublesome knowledgefaculty developmentonline teaching preparation |
| spellingShingle | Lorna Stephanie Gonzalez Christopher Salem Ozuna Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online Online Learning online teaching troublesome knowledge faculty development online teaching preparation |
| title | Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online |
| title_full | Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online |
| title_fullStr | Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online |
| title_full_unstemmed | Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online |
| title_short | Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online |
| title_sort | troublesome knowledge identifying barriers to innovate for breakthroughs in learning to teach online |
| topic | online teaching troublesome knowledge faculty development online teaching preparation |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2641 |
| work_keys_str_mv | AT lornastephaniegonzalez troublesomeknowledgeidentifyingbarrierstoinnovateforbreakthroughsinlearningtoteachonline AT christophersalemozuna troublesomeknowledgeidentifyingbarrierstoinnovateforbreakthroughsinlearningtoteachonline |