Building Teaching–Learning Capacities of Online Nurse Educators: Using TPACK to Frame Pedagogical Processes and Identify Required Supports | Renforcer les capacités d’enseignement et d’apprentissage des éducateurs en ligne en soins infirmiers : utiliser le modèle TPACK pour encadrer les processus pédagogiques et repérer les soutiens requis
Quality teaching includes reflective practice, dialogue, and curiosity and depends on personal, institutional, and community assets and constraints, as well as on the individual’s definitions of the roles of education in society. Based on an environmental scan and action research with instructors in an online distance Bachelor of Science, Nursing program for registered nurses, participants identified five “big ideas” involving community, instructors, class, interpersonal relationships, and supports to build capacity around the three elements of technological pedagogical content knowledge, or TPACK (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013).
Un enseignement de qualité inclut une pratique réflexive, un dialogue et de la curiosité. Il dépend d’atouts et de contraintes personnelles, institutionnelles et communautaires, ainsi que de la façon dont chaque personne définit les rôles de l’éducation dans la société. En s’appuyant sur une analyse environnementale et une recherche-action auprès des instructeurs d’un programme de soins infirmiers pour infirmiers autorisés dans un baccalauréat en sciences en ligne et à distance, les participants ont repéré cinq « grandes idées » relatives à la collectivité, aux instructeurs, aux relations interpersonnelles et aux soutiens pour renforcer les capacités concernant les trois éléments du contenu technologique pédagogique, ou TPACK (Koehler, Mishra, Akcaoglu, et Rosenberg, 2013).
Allen, I. E., & Seaman, J. (with D. Lederman & S. Jaschik, Eds.). (2012). Conflicted: Faculty and online education, 2012. Retrieved from http://www.insidehighered.com/sites/default/server_files/files/IHE-BSRG-Conflict.pdf
Bailey, A., Vaduganathan, N., Henry, T., Laverdiere, R., & Pugliese, L. (2018). Making digital learning work: Success stories form six leader universities and community colleges. Retrieved from https://edplus.asu.edu/sites/default/files/BCG-Making-Digital-Learning-Work-Apr-2018%20.pdf
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
Bigatel, P. M., Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59–77.
Canadian Nurses Association. (2019). Post basic RN Baccalaureate. Retrieved from https://www.cna-aiic.ca/en/professional-development/post-basic-rn-baccalaureate
Cervero, R. M., & Daley, B. J. (2018). The need and curricula for health professions education graduate programs. New Directions for Adult and Continuing Education, No. 157. doi:10.1002/ace.20264
Chickering, A. W., & Gamson, Z. F. (1999). Chapter 6: Development and adaptations of the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 80, pp. 75–81.
Contact North. (2013). A new pedagogy is emerging … and online learning is a key contributing factor. Retrieved from https://teachonline.ca/tools-trends/how-teach-online-student-success/new-pedagogy-emerging-and-online-learning-key-contributing-factor
Cranton, P. (2001). Becoming an authentic teacher in higher education. Malabar FL: Kreiger.
Dalziel, J. (2008). Chapter 24. Learning design: Sharing pedagogical know-how. In T. Iiyoshi & M. S. V. Kumar (Eds.), Opening up education: The collective advancement of education through open technology, open content, and open knowledge (pp. 375–387). Cambridge, MA: MIT Press. Retrieved from http://mitpress.mit.edu/books/chapters /0262033712chap24.pdf
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: ASTD.
English, L. (2012). Adult education and health. Toronto, Canada: University of Toronto Press.
Felder, R., & Brent, R. (1999). How to improve teaching quality. Quality Management Journal, 6(2), 9–21. Retrieved from https://www.engr.ncsu.edu/wp-content/uploads/drive/19J2HQPjC0VeU1f6eETEn3WPSU2n1Vuln/1999-TQM.pdf
Friesen, N. (2010). The place of the classroom and the space of the screen: Relational pedagogy and Internet technology. New York, NY: Peter Lang.
Garrison, D. F., & Cleveland-Innes, M. F. (2010). Foundations of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 13–25). New York, NY: Routledge.
Graham, P., Evitts, T., & Thomas-MacLean, R. (2008). Environmental scans: How useful are they for primary care research? Canadian Family Physician, 54(7), 1022–1023. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2464800/
The GO Project. (2008). Getting online: A research report on online learning for Canadian literacy practitioners. Retrieved from https://auspace.athabascau.ca/handle/2149/2115
Hartrick Doane, G., & Varcoe, C. (2015). Family nursing as relational inquiry: Developing health-promoting practice. New York, NY: Lippincott Williams and Wilkins.
Higgins, A., & Northover, M. (2011). Implementing an online system: Voices of experience. In E. Burge, C. Gibson, & T. Gibson (Eds.), Flexible pedagogy, flexible practice: Notes from the trenches of distance education (pp. 127–138). Edmonton, Canada: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120203
Hunter, R. (2004). Madeline Hunter’s mastery teaching: Increasing instructional effectiveness in elementary and secondary schools (Updated, Rev. ed.). Thousand Oaks, CA: Corwin Press.
Jaffee, D. (1998). Institutionalized resistance to asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(2), 21-32. Retrieved from https://pdfs.semanticscholar.org/8c85/76b5a586f3ea3d24922664ee701360137e30.pdf
Johns, C. (2013). Chapter 8: The reflective curriculum. In Becoming a reflective practitioner (4th ed., pp. 95–116). Hoboken, NJ: John Wiley & Sons.
Johnson, S. D., & Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education, 100, 31–43. doi:10.1002/ace.117
King, E., & Alperstein, N. (2015). Best practices in online program development: Teaching and learning in higher education. New York, NY: Routledge.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. New Delhi, India: Commonwealth Educational Media Centre for Asia.
Kolb, D. (1984). The experiential learning cycle. Retrieved from http://www.businessballs.com/kolblearningstyles.htm
Kraglund-Gauthier, W. L. (2012). Chapter 8: Transitioning from F2F to online instruction: Putting the action into online research. In J. Salmons (Ed.), Cases in online interview research (pp. 219–231). Newbury Park, CA: SAGE.
Kraglund-Gauthier, W. L. (2014). Chapter 7. An instructional designer’s tale: The ghost in the machine, supporting the virtual post-secondary educator. In T. G. Ryan & D. C. Young (Eds.), The online educator: Stories from within (pp. 75–88). Champaign, IL: Common Ground.
Kraglund-Gauthier, W. L., Chareka, O., Murray Orr, A., & Foran, A. (2010). Teacher education in online classrooms: An inquiry into instructors’ lived experiences. Canadian Journal for the Scholarship of Teaching and Learning, 1(2), 1–11. doi:10.5206/cjsotl-rcacea.2010.2.4
Kuhn, G. W., & Quigley, A. (1997) Understanding and using action research in practice settings. In Creating practical knowledge through action research: Posing problems, solving problems, and improving daily practice. New Directions for Adult and Continuing Education, No. 73, pp. 23–40. San Francisco, CA: Jossey-Bass.
Lalonde, C. (2011). Courses that deliver: Reflecting on constructivist critical pedagogical approaches to teaching online and on-site foundations courses. International Journal of Teaching and Learning in Higher Education, 23(3), 408–123.
Laurillard, D. (2005). e-Learning in higher education. In P. Ashwin (Ed.), Changing higher education: The development of teaching and learning (pp. 71–84). London, UK: Routledge.
Loughran, J. (2005). Chapter 1: Knowledge construction and learning to teach about teaching. In D. Beijaard, P. C. Meijer, G. Morine-Dershimer, & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 27–42). Dordrecht, The Netherlands: Springer.
McIntyre, S. (2011). Learning to teach online: Developing high quality video and text resources to help educators teach online. Strawberry Hills, NSW: Australian Learning and Teaching Council. Retrieved from https://ltto.unsw.edu.au/final-project-report/
Milner-Bolotin, M. (2014). Making online graduate teacher education courses matter: From theory to successful technology-enhanced practice. In T. G. Ryan & D. C. Young (Eds.), Teaching online: Stories from within (pp. 10–31). Champaign, IL: Common Ground.
Milner-Bolotin, M. (2016). Rethinking technology-enhanced physics teacher education: From theory to practice. Canadian Journal of Science, Mathematics and Technology Education, 16(3), 284–295. doi:10.1080/14926156.2015.1119334
Moseley, J. (2004). Using dialogue to evaluate the teaching-learning process of senior community nursing students. Master of Adult Education Thesis, St. Francis Xavier University, Antigonish, Canada.
Osterman, K. F., & Kottkamp, R. B. (1993). Reflective practice for educators: Improving schooling through professional development. Newbury Park, CA: Corwin Press.
Power, M. (2009). A designer’s log: Case studies in instructional design. Edmonton, Canada: AU Press.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–31.
Strong, M., Gargani, J., & Hacifazlioğlu, Ō. (2011). Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education, 62(4), 367–382. doi:10.1177/0022487110390221
Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 108–134). New York, NY: Routledge.
Vella, J. (2002). Learning to listen: Learning to teach. San Francisco, CA: Jossey-Bass.
Weimer, M. (2010). Chapter 7. New faculty: Beliefs that prevent and promote growth. In Inspired college teaching: A career-long resource for professional growth (pp. 149–171). Thousand Oaks, CA: Jossey-Bass.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press.
Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from https://wenger-trayner.com/introduction-to-communities-of-practice/
Zeidler, K. (2014). Teaching case studies in a blended learning setting: Experiences from a practical example. The Society of Digital Information and Wireless Communications. Retrieved from https://www.academia.edu/8279216/Teaching_Case_Studies_in_a_Blended_Learning_Setting_-Experiences_from_a_Practical_Example
Copyright (c) 2019 Wendy Kraglund-Gauthier, Jane Moseley
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.