How am I learning to scaffold a synchronous online professional development course?
|Title||How am I learning to scaffold a synchronous online professional development course?|
|Publication Type||Journal Article|
|Year of Publication||2012|
|Journal||Educational Journal of Living Theories|
|Type of Article||Action research|
This article details how I learned to scaffold a synchronous online professional development course through the creation of a web-based tutorial. Synchronous e-learning, via web-conferencing, has emerged as a viable alternative to traditional face-to-face education, as it allows for just-in-time feedback and communication in real time. My employer, a professional services membership association currently offers its members the option to participate in synchronous online professional development courses, streamed using web conferencing software. My action research enquiry was initially guided by my value of empathy and my desire to support individuals who wanted to participate in our synchronous online courses. Through the implementation of this research, my value of scaffolding learners emerged. Through my action research enquiry I investigated whether, through the creation of a web-based tutorial, following best practice design and scaffolding guidelines, I could learn to scaffold online learners.
Through my research of the key conceptual theme of scaffolding, and through my participation as a learner in synchronous online courses as part of DCU’s MSc. in Education and Training Management (eLearning) programme, I apply the knowledge to the creation of a web-based tutorial, designed to support inexperienced learners, and those with poor information technology (IT) skills, to participate in synchronous online professional development courses.