In some cases, there can be significant discrepancies between what faculty and teaching staff value and expect, and the values and expectations of students (Hadely, 2003). As practitioners engaging in legitimate academic practice together, students, faculty, and teaching staff are likely to have shared experiences, understandings, and become more familiar with each others’ respective experiences, beliefs, attitudes, values, and expectations. With these shared experiences and understandings, it may become easier for faculty and teaching staff to develop syllabi and curricula that more closely meet students’ needs and helps them to learn in more effective and productive ways, and likewise students are more likely to know what their teaching staff value and expect.
Additionally, much of the responsibility and burden for providing technical and methodological support for online learning to students, i.e. learning how to learn in online environments, a task for which many faculty and teaching staff are unprepared, can be transferred to the department/programme/institute, thereby enabling them to dedicate more time and keep more focus on course learning objectives.
A potential bonus could be that perhaps, when faculty and teaching staff experience less stress and anxiety associated with online academic practice, and greater proficiency with online tools and platforms, they may be willing and able to take on more proactive and constructive responsibilities, for example, getting more involved in and committed to exploring alternative learning and teaching methods, approaches, strategies, and techniques and that are more appropriate for online environments.
- Programme Aims and Objectives
- Organisational Structure and Context
- Programme Participants
- The Cognitive Apprenticeship Model
- Example Activities/Tasks
- Programme Delivery and Integration
- Evaluation and Assessment
- Participant Support: Necessary and Sufficient Conditions for Psychological Change
- The Programme as an Agent of Change