Teachers’ apprenticeship-courses were also evaluated by researchers using the same evaluation form as the teachers.
The results of the course evaluations had strong similarity compared to models made by Manninen (2003). Manninen describes four different ways of teaching in web-based learning environments (Figure 2). The differences are based on different roles of teacher, learner and learning materials. In the first model the learning process is very well guided process by teacher and learning materials. The structure of the course resembles normal contact teaching where teacher controls the learning using learning materials. The second model is based on discussions. Teacher and learners are actively involved in learning process using asynchronous discussion forums. Teachers’ role is important in guiding learners to think and in helping learners to reflect their ideas and learning experiences. Model three consists basically of self-study learning materials. The learner follows ready-made materials involving guides concerning what and how learner should learn and also the materials to be studied. The fourth model is a learner-centered model where the learning materials and teachers are only supporting the learning process and the learner groups themselves are responsible for the learning results. (Manninen 2003).
Figure 3. Manninen’s different ways of teaching in web-based learning environments
ONE PRACTICAL ALGORITHM OF CREATING TEACHING ONTOLOGIES ORGANISATIONAL DEVELOPMENT WITHIN COURSE DEVELOPMENT
NETWORK-BASED EDUCATION 2005, 14th– 17th SEPTEMBER 2005, ROVANIEMI, FINLAND 6 Compared to the models in Figure 3 the teachers’ apprenticeship-courses represented mainly models one, two and three.
Only model four was totally lacking in our data. A common feature for all the studied courses was very clear and easy-to-follow structure. Materials and learning assignments were clearly presented containing various instructions, for example instructions for different learning tasks, technical instructions and also a common learning and reflection instructions. We believe that because of the clear structure the feedback from the learners was mostly positive.
The second common feature for the courses was the lack of collaboration. The learning process contained a lot of learning assignments that learners carried out alone, without peer interaction. Learners mainly interacted only with the teacher. They accomplished their learning assignments and returned them to the teacher who gave feedback. Most of the courses were constructed so that learners did not have a need to interact with the other learners. The peer interaction was mainly used in courses that were designed according to model two in Figure 3. In these courses the learning process was carried out using discussion forums instead of learning assignments that learners accomplish alone.
Local tutor teachers had a very important role in the teachers’ apprenticeship-courses. They had actually surprisingly many tasks. Tutor teachers served both as a technical support and as a pedagogical support. They helped learners with learning assignments whenever they could and they also arranged face-to-face meetings when needed, very often in a weekly basis. Probably the most important role of tutor teachers was encouraging learners and help learners to plan and to stay in their timetables. The tutor teacher’s underlined role may result from the lack of other collaboration in the studied courses. When learners did not get much feedback from the other learners all around Eastern Finland they consulted the tutor teacher available in their own school..
5 Conclusions
Forming a network of high schools (virtual high school) seems to be rather demanding task. There needs to happen quite a many changes in the daily practices at the schools and their working policy and not least in the job description of a teacher. Therefore it seems to be reasonable to investigate the process happening at the schools and also how network based tools that are used in this project. Based on above analysis it seems to be so that local tutoring is quite essential for the young students and some kind of teacher leadership, enlarged sphere of responsibilities, is essential. It is still to be seen, if the learning organisation approach is to be taken place in participating high schools and if so, will it lead to some kind of teacher leadership and better student outcomes.
The courses that was conducted and analysed seemed to be designed for individual, self-paced studying, representing models one, two and three in Figure 3. During the ongoing project our goal is to proceed toward more collaborative courses emphasizing peer interaction. The idea is to emphasize models two and four in Figure 3 that represents collaborative, learner-centred courses, containing also studying in small groups over Internet.
These results were used in after course reflection sessions with teaching staff, but the data concerning the courses designed and conducted after that are not yet analysed. Again what kind of changes these interventions had caused is to be investigated. It is also a matter of further investigation to try to find out what kind of professional development has happened among senior teachers, and among new beginners in the field of online pedagogy.
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INTRODUCING ICT IN HIGHER EDUCATION: 1 THE CASE OF SALAHADDIN/HAWLER UNIVERSITY
2005 - NETWORK-BASED EDUCATION 14th-17th SEPTEMBER 2005, ROVANIEMI, FINLAND 1
PERSPECTIVES ON THE ROLES OF A WEB-BASED ENVIRONMENT 1 IN COLLABORATIVE DESIGNING
NETWORK-BASED EDUCATION 2005, 14th–17th SEPTEMBER 2005, ROVANIEMI, FINLAND