The Qualities and characteristics of a Good Teacher

  A good teacher must be able to help students along the learning process this will include all the things that we do to make it happen.

·         The teacher must be cognisant of how does learning occur?

·         Which factors influence learning?

·         What is the role of memory?

·         How does transfer occur?

·         What types of learning are best explained by the theory?

·         What basic assumptions/principles of the theory are relevant to learning design?

·         How should instruction/pedagogy be structured to facilitate learning? ( Ertmer, P.A., Newby, T. J. 1993)

The end result will be that learning occurs when students take new found information and incorporate it into their daily life.

The good teacher will have a mix of qualities and characteristics that will indicate their status as valued in their profession both by fellow colleagues and students.

 

The aptitude to select and use what is the most relevant pedagogical theories to foster learning and understanding of the subject being discussed and of which will be off greatest assistance to the students is a key skill. For this to transpire the teacher must have a comprehensive understanding of the theories of Behaviourism, Cognitisim, Constructivism and Social Constructivism and to comprehend what theory or blend of theories is most pertinent for a particular learning situation.

 

There is a range of personal qualities and attributes that are very important qualities of a good teacher. Communication has to be one of the key features for teaching. The capacity to communicate with the young is the third basic characteristic of good teaching. It means, obviously, liking young people, enjoying their noisy exuberance and intense questioning, which is their process of growing up.  

 

A teacher’s attitudes and judgements are reflected in his or her empathy to the learner, this will quickly become transparent to the learner as the communication style of the teacher will either  demonstrate a rigid, formal or stand offish character or alternatively a more open, fluid, and informal style. This empathy or lack of it will impact on the value of communication in the classroom. These characteristics affect the ability to understand, or to see a situation as the student sees it. A good teacher must be, obviously, a compulsive listener. It means the skill of provoking more out of a student than he believed possible, of knowing the tests to which to put a young scholar in order that he be convinced of his own learning and to lure him into further learning. It means a belief in the dignity of young people and in the stage of life at which they now find themselves. Great teachers neither mock nor underestimate the young. One of the most essential characteristics of a good teacher is that we must be approachable. Students and parents want to know they can talk to us and that we will listen. But part of a good teacher's job is to make them feel like they can come to you.

Create a non-threatening, welcoming environment and you will reap the benefits from both students and their families.

 

Of note is that not one research paper said a trait of good quality teachers were their bulletin boards, tidy rooms, easy grades, ability to write neatly or dress well. All the traits dealt with the ability to trigger learning, and thus the most important trait of all is the ability to communicate.

One of the most important attribute of a good teacher is to be a good communicator. He should be comfortable explaining things and enjoy doing the same.

At times, a teacher might feel like yelling or shouting at students, but a good teacher is one who knows how to keep the temper in check and act calmly in such situations.

 Humor
Fifth, first-class teachers have a good sense of humor. They make jokes and accept jokes. They are not comedians, but they are entertaining. They tell stories, point out silly things, bring joy to difficult situations, and are not afraid of laughter. They use humor to connect to their students. In other words, excellent teachers keep the students' attention without fear.A good sense of humor is another great tool that helps a teacher to simplify his task. Wit and humor, when applied in the proper manner, can form an important part of a successful teaching program.

good time management skills

A good teacher must have good time management skills and always value the importance of time. In fact, wise utilization of time is the hallmark of a good teacher.

A teacher should always adopt a fair attitude, when it comes to making any form of evaluations. He should be fair to his profession and assess students on their performance, instead of personal rapports and likings.

High expectations
High expectations are the second trait of outstanding teachers. I once had a principal who said having high expectations created failure. In other words, the principal did not want to set high goals for fear of parent complaints. In reality, setting high standards brings out the best in students and creates in them a feeling of accomplishment. They become self-reliant, learn to delay gratification, and fit more readily into adulthood where competition is inevitable. High standards are not impossible standards. Setting high expectations may require making the student uncomfortable, much like taking the training wheels off a bicycle. In other words, good teachers encourage risk taking and accept errors.

Knowledgeable

A good teacher should have the necessary command over the subject matter he teaches. This way, he can be comfortable while explaining things. Besides, he will be equipped with answers of any possible questions that might crop up during the lecture sessions. Fourth, they possess a deep knowledge of the subject matter and are able to manipulate, simplify, and individualize this data more easily because they are a master of it. To gain this they are not just hard workers, but have a passion for the subject. They are able to empathize with students who might not like that subject and turn that lack of enthusiasm around by presenting the facts from a different angle. In other words, their bumper sticker reads, "This teacher stops for new ideas."

 

A teacher should be dedicated towards his work. He should not kill his time in the classroom and wait for the school bell to ring. Instead, taking out time and engaging in after-school meetings and activities is what suits him.

A good teacher should be meticulous and have an eye for detail. In fact, a disorganized person would find the vocation unsuitable and unfulfilling. Well thought-out plans and programs for teaching will assist the productivity of a teacher.

A good teacher should be a good leader. He should also be a disciplinarian and the students must look up to him. However, this should not stop him from acting like an ally under certain situations.

1. Be unsatisfied
The first trait of a high-quality teacher is that he or she is a good learner. They are always eager to learn new things, expand their knowledge base, experiment with better ways to achieve success. They are lifelong learners and they produce lifelong learners. So, the first trait is to be unsatisfied with what is. In other words, the best teacher is always a student.

Create independence
Thirdly, highly effective educators are adept at monitoring student problems and progress. They remediate when necessary and differentiate as needed. To do this they use their time well. They are not the center of the classroom. The students are encouraged to look for help and answers on their own. They are passionate about not teaching, but facilitating learning. As such, they are promoting their own obsolescence. Just as a fine manager has a team in place that can operate well without him or her, a good teacher creates in a student a sense of self that lasts a lifetime. They promote a deeper understanding of concepts and work habits than just learning the curriculum suggests. In other words, they create independence.

6. Insightful
The sixth trait is to provide quick and accurate assessment of student work. Tests and other projects are evaluated in a timely manner. The student work may not be filled with red marks or gold stars, but it is returned with the understanding of what was right and what could be improved. Without constant evaluation a learning child cannot make the progress of a student who is guided. A helpful teacher does not discourage original thinking, but it must be proven. At all times, the best educator is looking for the student's reasoning, rather than the answer. In other words, for the insightful teacher, student assessment assesses the teacher's performance and provides ideas of what changes both need to make to improve.

7. Flexible
Seventh, the best teachers use the community as their resource. They see education as more than what is done in the classroom. They belong to civic groups, participate in organizations, and use their contacts to enhance student learning. For example, they bring in guest speakers, seek donations from the community as needs arise, and allow their students to display their work for the citizenry to critique and enjoy. They use technology as an extension of the community and find new resources to make their lessons more attractive. They use a newspaper and current events to open a child's mind to what is happening in the world and at all times they search for a teachable moment 
(any instance where a child expresses an interest in something that could be used to stimulate their learning). This includes both negative and positive items and is the main reason lesson plans are never mentioned as a trait of good teaching. Superior teachers abandon them to follow more encouraging leads. This is why educators and education is so misunderstood by those who feel children are cans of soup, all alike and open, ready for knowledge to be poured in and sealed. Excellent teachers encourage student input and use the community to make for more invigorating teaching. In other words, a quality instructor is a master of flexibility.

8. Diverse
Eighth, a first-rate teacher provides an array of methods to learn. They integrate the lessons among several subjects; they use research papers, artwork, poetry and even physical education as part of the learning process. For example, when a child is studying an explorer the teacher shows them how many miles per hour they walk, how to create a graph of the calories they would need, make a map of the trip with legend, write a journal of what they saw, draw pictures of the flora and fauna, and make a presentation of what the student felt was the best and worst part of the discovery. In other words, the proficient educator offers children a diverse array of avenues to pursue excellence.

9. Unaccepting
Ninth, a quality teacher is unaccepting. They do not accept pat answers. They do not accept first drafts. They do not accept false excuses. They are not the easiest teachers because of this trait. Education is, in essence, the disciplining of the mind. A student who knows the rules knows what to expect and knows what is right. The best teachers are those that have appropriate standards and that build good habits. In other words, a superior teacher understands what a child needs now and in the future.

10. Unconforming
The tenth, and perhaps most interesting trait, is that a quality teacher keeps children off balance. The student is not bored, but challenged. When a child who has a skillful teacher comes home, they talk about what they did in class. They are riled up, they are motivated, and they know they need to be ready for the unexpected. A high-quality teacher can be dressed up in an outfit, show a video, take them to the library, have them work on a project, create lessons for one another, work on a computer, proofread a classmate's work, and invent a game to play at recess, all before noon. One day is seldom like the next. There is continuity, but diversity is everywhere.

11. Below are traits of good teachers as expressed by young people around the world.

 

 

5 Characteristics of a Good Teacher
According to Kids

1. Approachable

One of the most essential characteristics of a good teacher is that we must be approachable. Students and parents want to know they can talk to us and that we will listen.

Whatever may have happened before you get to school, leave it at the door (same thing when you go home!). You have 20+ children coming in with their own issues, parents who need your help, and 5 emails to answer before 8:30, it can seem overwhelming. But part of a good teacher's job is to make them feel like they can come to you.

Create a non-threatening, welcoming environment and you will reap the benefits from both students and their families.

2. Enthusiasm

Children respond to the mood a teacher creates within the classroom. The human brain is wired to be more receptive to learning when the element of pleasure is involved.

One of the characteristics of a good teacher (make that a highly effective teacher!) is that he or she brings the element of fun into lessons.

We have to remember that we are, in a sense, competing for our students attention every day. Are we really more interesting than their computers, cell phones and televisions? We have to be. 

Part of our job is to impart a love of learning, so yes, it is professionally justifiable and an obligation to design lessons and the classroom environment in such a way that grabs their attention and increases the desire to learn.

3. Compassionate

Be compassionate and show empathy to your students. This is one of the interpersonal characteristics of a good teacher. You may be the only one who shows any interest in them that day. You don't know what they might have experienced that morning before coming to school. 

Perhaps the child could not complete the homework because it was dad's day to have him and mom wouldn't drive him back over there to get his books that he left. Even if it is something minor to you, like a goldfish dying, to that child it is of the utmost importance. Believe me, that child will remember more about how you made him or her feel than any lesson you ever teach. 

4. Dedicated

A good teacher is dedicated to the profession. That does not mean it is your life, and it doesn't mean, to me, sacrificing yourself and your family for the students. Teaching is not my life. It is a part of it, but I have many other interests, I have my family and sometimes I just don't want to think about teaching. And that's okay. 

However, I am very dedicated to what I do. One of the characteristics of a good teacher is having the willingness to strive to improve himself and his skills, then bring that back to the classroom. Go to professional conferences, learn on your own time, try novel approaches...your students do notice the enthusiasm you bring to your craft, and they appreciate trying new ways of learning too.

5. Be Happy About What You Do

Teaching is, to me, the best job in the world. Where else can you have something new and unexpected happen every day? What other job allows you to watch children grow and flourish every day? Where else are you tested, tried and put to the fire every day because you love it? But if you are not happy about what you do, it will show.

Above all, I want my children to be with a teacher who is happy to be there and be with them. I want them to feel that they are wanted, valuable, and an important part of the classroom. It is a tragedy for a child to spend an entire year with an adult who really doesn't want to be with them.

 

References:

Ertmer, P.A., Newby, T.J. (1993). Behaviourism, Cognitivism, constructivism: Comparing critical features from an instructional design perspective. Preformance Improvement Quarterly, 6 (4), 50-70  

 

  

                                                                     Supporting Virtual Communities Reflection

 Module Aims:

The goal of the SVC module is to investigate and then to develop a virtual community of practice by providing learners with the knowledge, competencies, experience and confidence to perform the task of an eTutor in an online environment. The resources and activities I studied in the early stages of the SVC’s module helped to conceptualize and give merit to the new information that was introduced in the module. My readings quickly helped me to understand the pedagogy rationale for the design and layout of the module. The need for a clear concise layout of course materials and activities is considered of great importance in the design of online courses, confusing layout, hard to understand vocabulary  and ambiguous tasks must be avoided in an online medium.

The design rationale for online activity is much more than strapping on word docs or a PowerPoint presentation onto a pre-existing resource, many of the failures of early online initiative's was due to poor planning, “The concept of affordance, according to Salmon (2002, 2) means the properties of a system which allow certain actions to be performed and which encourage specific types of behaviour. The affordance of publishing inherent within the commercial VLE used encourages staff to use it to provide easy access to lecture slides and other teaching materials. However, Steinbronn and Merideth (2003) comment that copying and pasting lecturer notes into a Web page may reproduce the material, but not the interactive communication and engagement that can be promoted in a live lecture, with non-verbal expression and body language. Furthermore, over-dependence on content-driven models results in the same ‘boring’ material that was provided in lectures becoming boring Web pages (Cronje 2001).

STAGE	STUDENT ACTIVITIES	TUTOR ACTIVITIES
Stage 1 Access and motivation	Setting up system and accessing	Welcome and encouragement Guidance on where to find technical support
Stage 2 On-line socialization	Sending and receiving messages	Introductions Ice-breakers Ground rules Netiquette
Stage 3 Information exchange	Carrying out activities Reporting and discussing findings	Facilitate structured activities Assign roles and responsibilities Support use of learning materials Encourage discussions Summarize findings and/or outcomes
Stage 4 Knowledge construction	Conferencing Course-related discussions Critical thinking applied to subject material Making connections between models and work-based learning experiences	Facilitate open activities Facilitate the process Asking questions Encourage reflection. Tutor is very active at this stage.
Stage 5 Development.	Use of conferencing in a strategic way Integration of CMC into other forms of learning Reflection on learning processes Students become critical of the medium	Support Respond only when required Encourage reflection Tutor is less active and hands over to the students

  The activities element of the module was constructed around the five stage model as outlined in the table above, Salmon, G. (2002).  This model provides guidance to tutors on how to introduce students to appropriate technologies that are technically sound and educationally effective in an online learning environment. Stage 1 in the above Table corresponds to an effectual and comprehensively planned module induction section. Comprising off, 1/ Welcome Space. 2/ Module Aims and Learning Outcomes. 3/Module Structure. 4/ Module Facilitation Strategies. 5/ Module Assessment. 6/  Technical Information.

Hindsight and Progression:

It is my conviction that the level of support provided by the our tutors for what was my first on-line experience was second to none, all enquires either technical or course related were answered immediately, I experienced an exceptional  technical issue which  unfortunately my broadband provider was unable to advise a solution for. In my estimation it is at this early stage that any technical issues should be resolved, one proposal would be to conduct a full virtual classroom session as an induction lesson in a computer lab with face to face tuition a few weeks before an on-line only module is due to start, therefore familiarising learners with technical issues that may arise and affording them an opportunity to methodically test their own computers and ancillary equipment to ensure compatibility.

Hi Roisin.                 12^th Feb 

 Your invitation did not appear on my 'Who's Online' tool in webcourses, as I said I am having continuous unresolved problems with Java. To be candid I have found the whole experience very frustrating and annoying. I feel that I have learned very little and frankly I don't know what I am meant to be doing as part of the project since most communication seems to be over Presto virtual room audio tool. (which I am unable to use) I have looked at the discussion pages many times and the week 2 activities, but I still have little idea for how the debate/project is developing. It might be better if I talked to you about these issues. 

Kind Regards

Mark

 

Looking back at the first two weeks of the module, I certainly felt a strong sense of disengagement with the progress of the module, the virtual chat room was widely used as a communication medium and not being connected to it meant a sense of isolation and second guessing material I should be contributing to. I agree with the position of  (Mason 2002; Salmon 2006; Stiles 2000) the effective use of new technology requires an evaluation of current pedagogy and a move towards interactive and collaborative teaching and learning activities but when an element in this equation is missing the  e-learning experience can be negative for the learner. I gained an appreciation of the  challenges that the learner faces when technical issues stand in the way of progression,  this fundamentally deepened my understanding of the challenges for the learner in an on-line environment.  When a large constituent part of the  synchronous communication channel is removed, this can have the consequence of , leaving the learner with a passive, unengaging experience leading to surface learning. Entwistle (2001) explains that a deep approach describes active engagement with the content, leading to extensive elaboration of the learning material, which contrasts with the surface approach of using routine memorisation to reproduce those aspects of the subject matter expected to be assessed. VLEs are NOT neutral. Like any technology they embed underlying values about teaching and learning, promote certain affordances and reduce other choices. (Salmon 2002, 8) The concept of affordance, according to Salmon (2002, 2) means the properties of a system which allow certain actions to be performed and which encourage specific types of behaviour. 

The affordance of the talk feature inherent within the virtual room learning environment  encourages students to use as it affords easy interactions when interacting about a wide range of course activities, resources and practice. This affordance also provides for effective team work and the development of an esprit de corp. In contrast the disparity that can develop for a student that lacks access to this resource, may affect their self-conception,  An important element of students’ self-conception, particular in relation to their classification as being ‘at-risk’, is the concept of self-efficacy (Bandura 1986). This is seen as a factor in student willingness to engage with a course of study and a determinant of whether there is a positive relationship with achievement. Self-efficacy refers to people’s judgments of their capabilities to organise and execute the courses of action required to attain designated types of performances. In other words, it is the belief that one can do a task and can transfer the learning of that task to similar tasks.  

Crucially especially in an on-line environment is the students’ perception of their environment rather than its objective reality that impacts on learning. Steinbronn and Merideth (2003) add that self-efficacy supplies motivation to persist and, since motivation enhances problem solving, it influences later success.  When applying the concept to online teaching and learning they emphasise the need to design online support that should positively impact the psychological and physical environment of teaching and learning in an electronic area and influence the retention rate of students. An individual’s perceived self-efficacy, according to Houghton, Neck, and Manz (2003), will affect whether they are successful in performing a task. They state that individuals who believe in their ability to complete a given task exert more effort and persist longer, thereby sustaining performance levels until success is achieved. The supports, advice  and scaffolding available from fellow learners in a team setting are invaluable in an on-line environment and the lack of availability of these supports can undermine a learners self-efficacy. 

This concept of engagement has become a current buzzword in today’s educational environment. Kearsley and Shneiderman (1999) propose engagement theory as a model of technology-based teaching and learning. The idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. Their theory proposes  three primary means to accomplish engagement: (1) an emphasis on collaborative efforts involving communication, planning, management and social skills; (2) project-based assignments which make learning a creative, purposeful activity; (3) non-academic focus 

e.g. when the project has an outside customer in the community. It is proposed that such a model of engagement pre-supposes self-efficacy, hence the focus here on this concept as a means of supporting engagement.  

Stage 2, in Salmon’s five stage model deals with how to develop On-line socialization, this was successfully developed in week 1 by the employment of the icebreaker, “What are the "Top Five" things you would change with regards to technology if you were able to wave a magic wand, in order to improve the online teacher/tutor role? My posted responses were largely based on personal experiences with technology, 

1/ Broadband suppliers that tell you the truth that don’t completely mislead you over the available Mbps download speed on their network, had recent bad experience with “3”. Had to go to ComReg to get out of their contract! 
2/ Universal cable from laptops to plasma TV screens so as you can view and adapt you’re teaching resources in different platforms.
3/ more effective Pop up blockers, that don’t stop content you need to use
4/ ICT as a leaving cert subject, lack of interactive whiteboards in Irish schools, lack of broadband and up to date PCs in schools. Situation in UK far better as regards ICT in the classroom.
5/ Multiplicity of platforms can be confusing, for example, DIT ePortfolio, dit-bb.blackboard.com, Webcourses.dit.ie, DIT emails Account, Ditwifi. Looking for messages and discussion groups in this found wiki easy to use in comparison. 

Favourites so far: Wikis Articulate Dropbox

Reply

Subject: Re:Marks Technology wish list	Topic: Induction Activities: Online Socialisation
Author: Roisin Donnelly	Date: 06 February 2012 9:43 AM

Thanks for adding in your wish list Mark; all very valid and us others can readily identify with them!

In Stage 3 of Salmons five stage model which corresponded with week 2 of our module we engaged in an outline debate on the subject “it is straightforward to teach online – if you are a good teacher in the classroom, you can be a good one online too!”. My contribution was an 1800 word article entitled “Characteristics of a good teacher”, which I posted on the wiki on the 10/02/12, I believe this was a worthwhile contribution, in helping the pro debate develop convincing arguments in the on-line debate. 

Stage 4 of Salmons five stage model, at the start of week 3, I finally got the Virtual chat room to work, I could now try and listen and contribute to debates, I was able to log onto the Tuesday webinar, The live webinar with Brian Mulligan, titled "Adapting traditional teaching techniques for online distance learning", which described the development of a elearning model, provided many background ideas which helped in the development of our resource. 

After a slow start, I began to understand some of the advantages of collaborative on-line group work, the Presto team made the decision to design our e-activity based on the Collaborative Learning Model approach, this would create a blended learning experience. The deliberate policy of designing online courses so that elements of the material will encourage collaborative teamwork, was validated by reference literature, The NMC Horizon Report: 2012, emphasis, “The world of work is increasingly collaborative, driving changes in the way student projects are structured. Because employers value collaboration as a critical skill”. 

Another article that supports this position is “Managing Teamwork Online”, Martin H. Murray, where a recent survey of graduates from a variety of Australian universities found that the ability to contribute positively to team-based projects was the skill most prized in the workplace (Scott & Yates, 2002). The article goes on to say, Teams are seen as adding a powerful dimension to the workplace, combining the skills and creativity of a diverse number of people in order to produce an effective outcome (McGourtey & deMeuse, 2001). 

These readings helped influence the design of the collaborative nature of our online eLearning activities. In 2003, as part of a Queensland University of Technology Teaching Fellowship, the author created an online web-based system known as Team Worker; some of its attributes which proved relevant for our group’s e-activity are, Mandatory registration with the system in order to be allocated to a team; this process filters out students who leave the unit very early, leading to much more stable teams. 

· A mandatory self-evaluation exercise, to sensitise students to their own skills in teamwork. 

· Quick access to fellow team members’ day-to-day phone numbers and email addresses. 

· Advice and guidance on how successful teams work and, more importantly, a step-by-step process on how to deal with loafers which mimics standard workplace processes. 

· Ability to create an email addressed to the whole team or teacher with only two mouse clicks. 

· A peer evaluation facility similar in operation to Team Developer and SPARK, but as a wholly integrated part of the team management system. 

· A team and self-reflection facility similar to the SCP.

Ability to submit structured meeting minutes recording member attendance, past and future allocated tasks, member completion of tasks, current and future meeting details, and key decisions. 

· Ability to submit a team’s goals and a structured plan. 

· A Quandary-style simulation to help students run effective team meetings. 

· Ability for students to view information or records or evaluations about their team or themselves which they or fellow team members have entered. 

Part of my contribution to the development of the e-activity was to examine the area of teamwork, to research the conditions that enable effective teams to exist. I included some of the following points in my contributions to the group wiki as part of a Group Learning Agreement. Much of this is taken from saved revisions on the synched in page http://sync.in/bA86Hqazh0

 (Young & Henquinet, 2000; IIML, 2003; Isaacs, 2003; McGourtey & DeMeuse, 2001). Effective teams exist when members of teams: 

· have at least one attribute in common; 

· receive clear instruction on effective team function and have access to related resources; 

· have clear goals and ground rules;

· have regular, structured meetings;

· maintain good, accessible records of the deliberations of those meetings;

· undertake and receive feedback on repeated anonymous peer evaluation of their team;

· are assessed on their team function as well as on the project output;

· have fair processes for dealing with non-performing members, documented by the team;

· have prompt feedback on the success or otherwise of their team’s performance;

· become aware of and reflect on their own abilities and performance.

An examination of a team management tool called “Teamworker” gave our group some background ideas as regards the requirements in an online system which enables teacher and students to address all the characteristics of effective teamwork listed earlier and to overcome the deficiencies identified in the previous attempts at meaningful teamwork tasks for students. 

Made by Enda O Reilly on 2/21/2012 at 5:16 PM, GMT.

Hello Debbie and Mark 

You have put together a very detailed learning agreement, wouldn't fancy being a student trying to get out of learning after agreeing to that.  Couple of quick observations: 

Section 1

(i) can you amend the first point to "learning outcomes" as we have four learning outcomes in our Introduction 

(ii) Change Tutor to E-moderator - only a small point but think we should be consistent

(iii) Is there a need to put something in Section 1 about extending deadlines where students have problems (something along the lines that was included in our Learning Theories module)??

In Section 2 point 8 - submission of work.  Amend "as explained in the Tutor Guidelines" as we didn't mention that in the Introduction but we have a section for Assessment and Feedback in the "Tutor Guidelines" and we will include in there. 

Regards 

Enda

I also investigated the 3C model but it was not deemed the most expedient model for our e-activity. The 3C model examines the three chief ingredients of an online course, namely content, knowledge construction, and reflection or consolidation, and has argued that all three must be facilitated through social interaction. Diana Laurillard (1993), is credited with developing an account of dialogical learning has much to offer the understanding of the 3 ‘C’ model. She suggests that learning occurs when insights and understandings emerge through dialogue with a tutor who presents his/her view of an academic subject. The to and fro modification of the dialogue—between tutor and student—creates a situation where students eventually draw on their own interpretations of the dialogue to explain the concepts and ideas presented. The theoretical underpinning to the 3 ‘C’ model indicates that dialogue and discussion form the basis of the social interaction that allows declarative and functional knowledge to be accommodated, knowledge to be constructed, and new understandings and appreciations to develop through reflection and consolidation. Michaelson (2002, p. 21) points out, her dialogical model, although a powerful and influential one has proved difficult to apply to online collaborative working. While this model was looked at its inherent complexity was a factor in not using it as a teaching model to develop our e-activity.

 

Conclusion:

My reflections on the module are varied and conflicting. Before the start I was looking forward to the on-line experience and I thought the content and delivery method would be novel and motivational, sadly my experience was the opposite, with the technical issues side tracking me and taking up much time and effort. I found I grew increasingly isolated from the development of the resources and falling behind in course work. I am of the belief that this model of eLearning can be successful and rewarding, but it is critical that important technical issues are resolved first. 

The Future:

My employer Co Wicklow VEC, are proposing as part of their Educational Plan, to set up a variety of on-line training initiatives , with the knowledge gained in the SVC’s module I hope to be in a position to contribute to these, both in the initial design, choice of learning models, resources, activities and  module layout. 

 

References:

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Cronje, J.C. (2001). Metaphors and models in Internet based teaching. Computers and Education

Entwistle, N. (2001). Styles of learning and approaches to studying in higher education. Kybernetes 30, no's 5–6: 593–602.

Houghton, J.D., C.P. Neck, and C.C. Manz. (2003). We think we can, we think we can, we think we can: The impact of thinking patterns and self-efficacy on work team sustainability. Team Performance Management: An International Journal 9, no's 1–2: 31–41.

Isaacs, G. (2003). Group assessment—assessment of students on group-based tasks—issues and options. Brisbane, Australia: Teaching and Educational Development Institute, University of Queensland.

Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Educational Technology 38, no. 5: 20–3.

Laurillard, D. (1993) Rethinking university teaching (London, Routledge).

Mason, R. (2002). Review of e-learning for education and training. Paper presented at the Networked Learning Conference, March 26–28, in Sheffield, UK.37, no's 3–4: 241–86.

Michaelson, R. (2002) Re-thinking Laurillard: universities, learning and technology, The International Journal of Management Education, 2(2), 15–29.

Murray, M, H. (2000). School of Civil Engineering, Queensland University of Technology, AUSTRALIA m.murray@qut.edu.au

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