Реферат_Павленко. Реферат для сдачи кандидатского экзамена по дисциплине иностранный язык
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МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «МАГНИТОГОРСКИЙ ГОСУДАРСТВЕННЫЙ ТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ им. Г.И. НОСОВА» (ФГБОУ ВО «МГТУ им. Г.И. НОСОВА) Кафедра иностранных языков по техническим направлениям РЕФЕРАТ ДЛЯ СДАЧИ КАНДИДАТСКОГО ЭКЗАМЕНА по дисциплине «ИНОСТРАННЫЙ ЯЗЫК» Выполнил: Павленко Дмитрий Иванович Проверил: Антропова Людмила Ильинична, доктор фил. наук, профессор Магнитогорск 2020 Contents:
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 ISSN: 2292-8588 Vol. 34, No. 2, 2019 Developing the Techno-pedagogical Skills of Online University Instructors Vincent Grenon, France Lafleur and Ghislain Samson Abstract: Online training is rapidly being adopted by universities. It is important to contemplate how to effectively support the development of the techno-pedagogical skills of online instructors, particularly when using a synchronous delivery method. A descriptive research project with a convenience sample of 14 professors and lecturers was used to test a training sequence in using Web conferencing. A one-group, pre-test, post-test, pre-experimental design combining data collection through a questionnaire and observation was implemented. The questionnaire focused on the profile of the participants regarding their use of technology, social media, and cloud computing. Techno-pedagogical skills were observed in 10 simulated situations. Surprisingly, participants whose profile indicated high access to technology and social media did not perform any better than those with less access. The use of several cloud-computing services was conducive to a higher score when observing more inclusive simulated situations. To provide effective support to online instructors, we recommend they be given the necessary training to ensure efficient and effective performance and prepare them for switching from in-class teaching to online instruction while taking all challenges into account. Keywords: techno-pedagogical skills, distance education, training, instructors This work is licensed under a Creative Commons Attribution 3.0 Unported License. Introduction The concept of skill development in instructors who provide initial and continuing education in an online university-level setting is not a new issue. However, the rapid evolution of the technology used to provide this type of training (Vachon, 2013) combined with the strong global growth of course offerings (Grenon & Larose, 2017; Lafleur 2019; Abdelli, 2003; CSÉ, 2015; Parr, 2017) brings the training needs of instructors to the forefront. In Quebec, the Conseil supérieur de l’éducation reported higher rates of enrollment in distance learning programs; these have increased by 250% since the mid-nineties (CSÉ, 2015). In Canada, the shift toward online training is gaining momentum (Government of Canada, 2018). This strong growth exerts pressure on academic institutions, among which there is strong competition to attract this clientele. New hybrid or fully remote programs are being developed, with varying degrees of access to resources and properly trained faculties. By way of example, between 2009 and 2012, enrollment in this type of program increased by 295% at our host university (CSÉ, 2015). This gives rise to challenges regarding the development of pedagogical activities and training for distance training instructors. We believe it is important to properly plan and organize training for instructors to help them develop the skills required to shift from traditional teaching to distance training. Whilst programs are being developed and enrollment is on the rise, universities still do not necessarily hire specialized and dedicated online training professionals, i.e., individuals trained to face these challenges and ensure the quality of online training. Based on the new courses to be offered online, universities are reorganizing and managing the tasks of instructors who were originally hired to deliver traditional in-class teaching, and who sometimes find it difficult to adapt to the context of online training (Muirhead & Betz, 2002). However, we have also known for a long time that there is no guarantee that the best in-class instructors will have proficiency in the context of distance training without rigorous prior training and preparation (Arah, 2012). We believe this preparation should include technological elements related to the educational tools instructors will use to provide online training, as well as pedagogical concepts to take advantage of new environments and maintain quality standards in online training. In fact, the works of Cyrs (1997) indicate that institutions that do not train their instructors will have lower student enrollment rates in the long term. There is no consensus on the best training strategies that universities or institutions seeking to shift to distance training should adopt, especially given that institutions are not all at the same level of development. Nonetheless, a few recurrent findings in the scientific literature should be mentioned. Guasch, Alvarez, & Espasa (2010) identified five different perspectives from which instructors should be trained regarding distance education: (1) design/planning; (2) social; (3) training; (4) technology; and (5) management. The lack of both courses and incentives to pursue training has long been documented (Wolcott, 2003). A survey on university level instructor training by Johnson & Pitcock (2007) revealed that these sessions tend to focus on the platforms or training tools used rather than on how to systematically address the pedagogical issues and challenges instructors will face. These technical or technological courses are not enough to prepare instructors adequately. Technical aspects should not be neglected, but they must be complemented by content related to the pedagogical methods and elements that should be implemented to facilitate interaction, collaboration, and discussion among learners (Barak, 2012). In truth, the challenges online instructors must overcome are not as technical as they may seem (Moore & Anderson, 2003); it's also important to take into consideration the pedagogical aspects (Delfosse, Harmeling, Poumay, & Leclercq, 2003). Finally, in a context where the training offered in many universities is technical, technological and only short-term in nature, the research question could be formulated as follows: “How can we effectively support the development of techno-pedagogical skills among online instructors?” Literature Review The technological and techno-pedagogical skills of online instructors must be developed according to the different teaching methods: synchronous, asynchronous, bimodal, and hybrid or fully remote. According to Bérubé & Poellhuber (2005), techno-pedagogical skills are defined as the ability to use ICT in a pedagogical context. To date, very few studies have taken into account the means used to properly develop the techno-pedagogical skills of instructors (Grenon, Larose, & Bolduc (2019). (Besides, it is still necessary to properly identify the constituent elements of techno-pedagogical skills.) The scientific literature makes it possible to identify the TPaCK (Technological Pedagogical and Content Knowledge) model, developed by Mishra & Koehler (2006), as directly linked to techno-pedagogicalskills. According to Karsenti (2018), this model and its current derivatives (Kessler, et al, 2017) are those most often used in studies that call on information and communications technology. The TPaCK has had a major impact on the educational technology research community (Cox & Graham, 2009). This model refers to the relationship between disciplinary, pedagogical, and technological content, and has earned a significant place in conventions for education professionals as well as among university instructors wishing to integrate technology in their teaching. There is an abundance of scientific literature based on this framework, which examined the elements that instructors must know to integrate technology into their practices and how it might impact the subject matter to be taught. Figure 1 shows this model.  Figure 1: Koehler & Mishra (2009) TPaCK model This theoretical proposal consists of seven elements stemming from three fields (technological, pedagogical, and disciplinary content) (Mishra, Koehler, & Henriksen, 2011). The author’s original definitions follow three main fields: “Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught” (Koehler & Mishra, 2009, p. 62). “Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning” (Koehler & Mishra, 2009, p. 63). “Technology knowledge (TK) is always in a state of flux. The definition of TK used in the TPACK framework is close to that of Fluency of Information Technology […] goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology” (Koehler & Mishra, 2009, p. 64). Among the four intersections of these fields (PCK, TCK, TPK, and TPaCK), one is directly linked to techno-pedagogical skills. Technological Pedagogical Knowledge (TPK) is defined as: an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009, p. 65). The ability of instructors to grasp the different ways of harnessing technology according to their context of use is particularly important in the fields of educational sciences. In fact, many technologies were not developed specifically for education. Hence, instructors must go beyond conventional uses and adapt them to the pedagogical level. According to Koehler & Mishra (2009) “TPK requires a forward-looking, creative, and open-minded seeking of technology use, not for its own sake but for the sake of advancing student learning and understanding” (p. 66). Therefore, the elements targeted in this intersection exceed the simple use of technology to benefit the learning of trainees. Several authors, including Loisier (2013), Audet (2009) and OCDE (2015), warn that entirely synchronous training might cause certain difficulties for instructors. Synchronous Web conferencing requires a high level of technological knowledge as well as greater management of interactions among the learners using these tools. Given that the techno-pedagogical skills of instructors must be developed (Collin, 2016; Gabriel, Campbell, Wiebe, MacDonald & McAuley, 2012), especially when using a synchronous method, and that the TPaCK provides a basis for identifying relevant techno-pedagogical elements (TPK), we set the following objective: Describe the instructors’ level of integration of techno-pedagogical skills after receiving training on Web conferencing. Research Design and Methods To meet the objective of this study, a descriptive research approach was used (Fortin, 2016). This type of research makes it possible to provide an accurate and detailed picture of a situation based on descriptive statistics. This study does not aim to create causal links between the training and description of the participants’ skills. In fact, the low number of participants would not permit that to be done. Thus, we aim to describe techno-pedagogical skill development among university instructors in terms of the use of Web conferencing. The use of descriptive techniques makes it possible to highlight the elements observed within the framework of this study, specifically the effect of independent variables on the development of this skill. The Web conferencing software being studied is known as Via. It was developed by a local Quebec business. It is available in 23 French-speaking academic institutions, mainly located in Canada and Europe. This research was conducted in fall 2017 in a Quebec university (Université du Québec à Trois-Rivières) that is currently using this Web conferencing software. The surveyed population was comprised of the 455 professors and 819 lecturers currently working at this university. The sample was selected using a non-probability sampling method. Our sample was a convenience sample composed of volunteers registered in courses on this Web conferencing software (Fortin, 2016; Henry, 1990) who have never given distance training or hosted a Web conference. The volunteers had shown interest to invest themselves in distance training but had no experience in this area. In this university, the courses intended for instructors are offered on a voluntary basis, as is often the case in Quebec universities. In this sense and given its constitution, the convenience sample is representative of ecological validity (Shadish, Cook, & Campbell, 2002). In other words, the volunteer group is typical of volunteer groups found in this type of training. In the end, 14 out of 16 individuals from the group volunteered to participate in this study; nine of whom were professors and five were lecturers. The gender distribution was as follows: 10 women and four men. In terms of university-level teaching experience: five had five years or less of experience, six had between six and 15 years of experience, and three had more than 16 years of experience. The research protocol that was used for this study was a one-group, pre-test, post-test, pre-experimental design (Cohen, Manion, & Morrison, 2011) in two phases (phase 1 – technical training and phase 2 – techno-pedagogical training on using Web conferencing). This protocol made it possible to identify the influence of these courses on the development of techno-pedagogical skills related to using Web conferencing. The two courses offered were complementary in nature and in accordance with the principles of Drummond & Sweeney (2017) regarding the importance of moving away from training that is too focused on technological knowledge. The first course followed the traditional basic technical training approach offered in Quebec universities which focuses on the software’s functionality. It follows the training offered to new users by the Via Web conferencing service provider. It was comprised of three components related to technological knowledge (TK): 1) introduction to the Via platform; 2) tour of the synchronous collaboration interface; 3) presentation tools. The second course added pedagogical knowledge (PK) inspired by the TPaCK model. Adding pedagogical knowledge (PK) in the second course resulted in an intersection creating the TPaCK model referred to as TPK. This second course, therefore, produced an activity that included techno-pedagogical learning about using the software laid out in four components: 1) managing the digital environment; 2) managing synchronous communications; 3) managing documents, screen sharing, and application windows; 4) managing workshops. To minimize the risk of bias associated with internal validity, these courses were offered in a short time frame (historical factor biases may affect research) and led by a Via instructor (biases associated with impacts associated with the experimenter). The content of these two courses was validated by a panel of experts in the field to ensure that it matched the elements targeted by this study. Data was collected through a questionnaire and an observation grid. The questionnaire targeted sociodemographic variables and independent variables linked to the profiles of the participants regarding their use of technology. These variables had the potential to affect the participants’ results during the observation phase. Based on the available data (mainly nominal and ordinal categorical variables), the sample size, and the objectives of this study, data analysis was performed using descriptive statistics (with measures of association and nonparametric statistics). We made use of Cramer’s V without correcting any bias since most of our contingency tables used a 2 x 2 format. Therefore, we referred ourselves to Bergsma (2013) which informed us that in these conditions, the performance of the estimator without any correction is comparable). Bias correction estimators would be required for larger contingency tables. |