Distinguishing online and face-to-face learning: acquisition, learning, and online pedagogy | IUP Islandora

Distinguishing online and face-to-face learning: acquisition, learning, and online pedagogy. (2012). Distinguishing online and face-to-face learning: acquisition, learning, and online pedagogy.

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Title	Distinguishing online and face-to-face learning: acquisition, learning, and online pedagogy
Abstract	This dissertation examines the type of training currently available to potential online instructors in order to generate a graduate-level degree program design effectively offering online pedagogy. Current online teacher training is largely based on acquisition of technological skills, such as mastering the operational components of a platform (Blackboard, Moodle, D2L), however, current scholars are now demonstrating that platform-only training is insufficient and does not provide online instructors with a metacognitive understanding of pedagogy unique to online classrooms. Using Krashen and Gee's definitions of acquisition and learning, this dissertation identifies online teacher training as a movement of New Literacy Studies. The results from analyzing multiple data sources demonstrate that a balance of technological acquisition and pedagogical learning provides an appropriate framework for creation of a graduate-level program in online pedagogy. This research also demonstrates that online pedagogy is a unique field of study and cannot rely on definitions, behaviors, or training designed for face-to-face instructors.
Date	2012

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Title: Distinguishing online and face-to-face learning: acquisition, learning, and online pedagogy
Personal Name(s): Grant, Abigail A.
Bizzaro, Patrick
Corporate Name(s): Indiana University of Pennsylvania
English.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Bizzaro, Patrick Committee members: Christopher Kuipers; Sedef Smith.
Topical Subject(s): Teacher education
Educational technology