Threshold concepts about online pedagogy for novice online teachers in higher education

Journal article

Kilgour, Peter, Reynaud, Daniel, Northcote, Maria, McLoughlin, Catherine and Gosselin, Kevin P.. (2019). Threshold concepts about online pedagogy for novice online teachers in higher education. Higher Education Research and Development. 38(7), pp. 1417 - 1431. https://doi.org/10.1080/07294360.2018.1450360
AuthorsKilgour, Peter, Reynaud, Daniel, Northcote, Maria, McLoughlin, Catherine and Gosselin, Kevin P.
Abstract

The use of threshold concepts to define key points of curricula is a relatively recent development in educational research. Threshold concepts represent crucial stages of learning, the acquisition of which enables learners to progress from one level of achievement to another. In this context, the learner is described as passing through an unsettling liminal space in which they may encounter troublesome knowledge and experience uncertainty or anxiety. When applied to online pedagogy in higher education contexts, academic staff become the learners as they extend their on-campus teaching knowledge into the online realm. In this setting, the identification of threshold concepts has the potential to inform the content of professional development (PD) programmes for novice online teachers. Because little research has yet been reported on threshold concepts associated with online teaching, this study identified these threshold concepts and investigated their specific nature. Funded by an Office for Learning and Teaching Australia Grant, the project employed a mixed-methods research approach. A mixture of qualitative and quantitative data was gathered from responses to questionnaires and reflective journal entries provided by university educators who were teaching in online contexts. Also, experts in the fields of PD, online teaching and threshold concepts were consulted using a modified Delphi technique that incorporated two rounds of surveys. Results of this study are discussed in association with potential applications to PD design for novice online educators, informed by the most fundamental learning experiences encountered by their more experienced colleagues.

KeywordsThreshold concepts; online pedagogy; professional development; online course; novice teachers
Year2019
JournalHigher Education Research and Development
Journal citation38 (7), pp. 1417 - 1431
PublisherRoutledge
ISSN0729-4360
Digital Object Identifier (DOI)https://doi.org/10.1080/07294360.2018.1450360
Page range1417 - 1431
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
EditorsW. Green and C. Whitsed
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McLoughlin, Catherine and Rifkin, Will. (2004). Sharing pedagogical practice on the teaching of generic skills. In R. Atkinson, C. McBeath and D. Jonas-Dwyer (Ed.). Beyond the Comfort Zone: Proceedings of the Australasian society for computers in Learning in tertiary education. Perth,Australia: Australasian Society for Computers in Learning in Tertiary Education. pp. 802 - 820
An investigation of the motivational aspects of peer and self-assessment enhancing teamwork outcomes
McLoughlin, Catherine. (2004). An investigation of the motivational aspects of peer and self-assessment enhancing teamwork outcomes. In R. Atkinson, C. McBeath and D. Jonas-Dwyer (Ed.). Beyond the Comfort Zone: Proceedings of the Australasian society for computers in Learning in tertiary education. Perth,Australia: Australasian Society for Computers in Learning in Tertiary Education. pp. 629 - 636
Scaffolding by peers through reciprocal dialogue on bulletin boards
McLoughlin, Catherine and Luca, Joe. (2004). Scaffolding by peers through reciprocal dialogue on bulletin boards. In E. McKay (Ed.). Proceedings of the International Conference on Computers in Education. Melbourne,Australia: International Conference on Computers in Education. pp. 191 - 200
Online support for resource sharing in the teaching of generic skills
McLoughlin, Catherine. (2004). Online support for resource sharing in the teaching of generic skills. In E. McKay (Ed.). Proceedings of the International Conference on Computers in Education. Melbourne,Australia: International Conference on Computers in Education. pp. 369 - 376
Online discussion and the development of professional identity :helping preservice teachers to link theory with practice
Broadbent, Carolyn, McLoughlin, Catherine and Boyle, Maureen. (2004). Online discussion and the development of professional identity :helping preservice teachers to link theory with practice. In L. Cantoni and C. McLoughlin (Ed.). Proceedings of ED- Media 2004: World Conference on Educational Multimedia; Hypermedia and Telecommunications. Norfolk; VA,USA: Association for the Advancement of Computing in Education. pp. 3655 - 3662
Student perceptions of quality in online pedagogy :implications for design
McLoughlin, Catherine. (2004). Student perceptions of quality in online pedagogy :implications for design. In L. Cantoni and C. McLoughlin (Ed.). Proceedings of Ed Media 2004: World Conference on Educational Multimedia and Hypermedia. Norfolk; VA,USA: Association for the Advancement of Computing in Education. pp. 3663 - 3669
Developing expertise and interpersonal practitioner reflection in a web environment
McLoughlin, Catherine, Broadbent, Carolyn and Boyle, Maureen. (2004). Developing expertise and interpersonal practitioner reflection in a web environment. In P. Jeffrey (Ed.). Proceedings of the Australasian Association for Research in Education International Conference. Melbourne,Australia: Australian Association for Research in Education. pp. 1 - 8
Achieving excellence in teaching through scaffolding learner competence
McLoughlin, Catherine. (2004). Achieving excellence in teaching through scaffolding learner competence. In R. Atkinson (Ed.). Seeking Educational Excellence. Proceedings of the 13th Annual Teaching Learning forum. Perth, Australia: Murdoch University. pp. 1 - 6
Relearning through e-learning :changing conceptions of teaching through online experience
McLoughlin, Catherine and Al-Mahmood, Reem. (2004). Relearning through e-learning :changing conceptions of teaching through online experience. In R. Atkinson, C. McBeath and D. Jonas-Dwyer (Ed.). Beyond the Comfort Zone: Proceedings of the Australasian society for computers in Learning in tertiary education. Perth,Australia: Australasian Society for Computers in Learning in Tertiary Education. pp. 37 - 47
Online discussion :Assisting preservice teachers in the development of a shared knowledge base
McLoughlin, Catherine, Broadbent, Carolyn and Boyle, Maureen. (2004). Online discussion :Assisting preservice teachers in the development of a shared knowledge base. In P. Danaher, C. Macpherson and F. Nouwens (Ed.). Lifelong Learning: Whose responsibility and what is your contribution?. Rockhampton, Australia: Central Queensland University Press. pp. 62 - 67
Using online forums to support a community of learning
McLoughlin, Catherine and Luca, Joe. (2004). Using online forums to support a community of learning. In L. Cantoni and C. Mcloughlin (Ed.). Proceedings of ed Media: World Conference on educational Multimedia; Hypermedia and Telecommunications. Norfolk; Va,USA: Association for the Advancement of Computing in Education. pp. 1468 - 1474
Pedagogical designs for scalable and sustainable online learning
McLoughlin, Catherine and Oliver, Ron. (2003). Pedagogical designs for scalable and sustainable online learning. In In A. Littlejohn (Ed.). Reusing Online Resources: A Sustainable Approach to E-Learning pp. 94 - 105 Kogan Pagens.
Broadening assessment strategies with information technology
McLoughlin, Catherine. (2003). Broadening assessment strategies with information technology. In In S. Naidu (Ed.). Learning and Teaching with Technology: Principles and Practices pp. 193 - 207 Kogan Pagens.
Learner support in distance and networked learning environments: Ten dimensions for successful design
McLoughlin, Catherine. (2002). Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education. 23(2), pp. 149 - 162.
Computer supported teamwork: An integrative approach to evaluating cooperative learning in an online environment
McLoughlin, Catherine. (2002). Computer supported teamwork: An integrative approach to evaluating cooperative learning in an online environment. Australian Journal of Educational Technology (print version). 18(2), pp. 227 - 254.
Designing an effective web-based environment for collaboration and teamwork
McLoughlin, Catherine. (2002). Designing an effective web-based environment for collaboration and teamwork. International Journal of Continuing Engineering Education and Life-Long Learning. 12(June), pp. 371 - 387.