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Co-Teaching an Online Action Research Class / Co-enseignement et classe de recherche-action en ligne

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Author(s)
Wilson, Brent G
VanBerschot, Jennifer Linder
Keywords
instructional design, distance education, educational technology, action research
action research; instructional design; practice theory; co-teaching

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URI
http://hdl.handle.net/20.500.12424/45607
Online Access
http://www.cjlt.ca/index.php/cjlt/article/view/26287
Abstract
Two instructors report our experience co-teaching an action research (AR) required as part of an e-learning master’s degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an excellent learning experience for students. The case narrative describes the course and ways in which we have modified the course based on a variety of considerations. We also outline problems and areas still in need of improvement. We reflect on the role of theory in our own pursuit of excellence, and the role of theory in our students’ inquiry processes. We find that theory is just another tool or resource to apply to the work, with the core concerns being the needs of students and the learning environment. Deux enseignants font le rapport de leur expérience de co-enseignement d’un projet de recherche-action requis pour un cours de formation en ligne au niveau de la maîtrise. À l’aide d’une approche axée sur la pratique, nous nous sommes concentrés sur les activités de cours des participants (enseignants et étudiants), avec une attention particulière pour l’élaboration minutieuse d’éléments de cours. Il s’agissait finalement de créer une expérience d’apprentissage enrichissante pour les étudiants. L’exposé décrit le cours et les façons par lesquelles nous avons modifié le cours à partir de considérations diverses. Nous donnons également un aperçu des problèmes et secteurs nécessitant des améliorations. Nous nous sommes penchés sur le rôle de la théorie dans notre propre quête d’excellence et dans le processus d’enquête de nos étudiants. Nous concluons que la théorie n’est qu’un outil ou une ressource s’appliquant au travail et qu’il faut davantage se préoccuper des besoins des étudiants et de l’environnement d’apprentissage.
Date
2014-05-16
Type
info:eu-repo/semantics/article
Identifier
oai:ejournals.library.ualberta.ca:article/26287
http://www.cjlt.ca/index.php/cjlt/article/view/26287
10.21432/T2KW20
Copyright/License
Copyright (c) 2014 Brent G Wilson, Jennifer Linder VanBerschot
Collections
Canadian Journal of Learning and Technology

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