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Manukau Institute of Technology�How does a course template change teachers’ teaching perspective?�

Yong Liu

How Does a Course Template Change Teachers’ Teaching Perspective?

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Content

    • Introduction
    • Learning theories
    • Course template
    • Teaching Perspectives Inventory (TPI)
    • Case study
    • Findings
    • Conclusion

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Introduction

  • The worldwide trend of online learning
  • Teachers’ challenges in online teaching
    • Technology Integration
    • Teachers’ academic development
  • Online course template

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  • Challenge in creating multimedia enhanced course content.
  • Shift from face-to-face to online facilitation.
  • Needs proper training provided
  • Embed teacher’s training content in the course instruction.
  • Work overloaded

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Learning theories

  • Constructivism
    • Cognitive constructivism
    • Social constructivism
  • Connectivism
  • Implementation of learning theories
    • Canvas LMS

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  • Knowledge is created by students from their exploration and interaction.
  • Students link the new knowledge with their existing knowledge via exploration – Learning by exploring.
  • The best learning comes from communication and collaboration – Teaching by asking, group work.
  • Social constructivism with technology integrated.
  • Provided many student engagement tools such as Discussion, Collaboration, Chat, Message, etc.

Existing knowledge

New knowledge

Existing knowledge

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Course template

    • Course home page
    • Announcement
      • Welcome
    • Syllabus page
    • Module
      • Overview
      • Activity
      • Completion page
    • Discussion
      • Self-introduction
      • Question & answer
    • Assignment
      • Formative assignment
      • Summative assignment

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Teaching Perspectives Inventory (TPI)

  • What is TPI?
  • TPI’s 5 teaching perspectives
    • Transmission
    • Apprenticeship
    • Developmental
    • Nurturing
    • Social reform
  • TPI three aspects
  • TPI result

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  • A free online questionnaire to determine people’s teaching orientation.
  • Teachers aim to deliver education that transforms society and enhances lives.
  • Teachers predominantly transfer knowledge to students as a primary means.
  • Teachers as mentors to support students in acquiring skills and social identity.
  • Teachers support students in developing the ability to solve problems.
  • Teachers set expectations to encourage students to achieve their goals.
  • Teaching belief; teaching intention; teaching action.

Establish communities of practice to develop competencies and identity.

Link new knowledge to existing knowledge to develop the ability to solve problems.

Emphasis on scaffolding, support and encouragement for learners.

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Case study

  • Partcipants
  • Data collection
    • Phase 1
      • TPI surveys
      • Interviews

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    • Phase 2
      • TPI surveys
      • Interviews

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  • 17 participants were selected who satisfied the following criteria (G-Power):
    • Minimum 1 year of face-to-face teaching experience;
    • Not have used this course template;
    • Agree to take TPI survey twice and two interviews.

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  • At the beginning of the semester, before using the course template.
  • Get the participants’ initial teaching perspectives.
  • A face-to-face, one-to-one, semistructured interview.
  • After using the course template for a semester.
  • Get the participants’ teaching perspectives after using the template.
  • A similar kind of interview with the same questions.
  • What do you think about online teaching? (Teaching beliefs)
  • What is the responsibility of an online teacher? (Intention)
  • What is your best way to conduct online learning? (Action)
  • What factors influence student engagement in online learning?
  • Interview questions:

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Findings

  • Participants’ feedback

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  • So never give them the answer straight away. Help them take it from their knowledge, and then you can gauge or live with the students... That’s how I do my steps on teaching.
  • It’s delivering in a way that it’s a collaboration rather than just teaching… which is in a way that’s not just collaboration but engaging with activities, creativity and making it fun.
  • I believe that teaching is a way to have a discussion and to learn together from that discussion. It’s the answers that come from the consultation. Or from the dialogue. My responsibility for teaching online is to give enough time for exploration.
  • I think that’s a very good way of making them work together as a group and to get to know one another and to teach one another.

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Findings

  • Statistics
    • Their overall apprenticeship, development, and nurturing perspective scores increased (see the Radar Chart).
    • Also, their overall teaching beliefs and intentions trended towards constructivist and connectivist teaching strategies.

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Conclusion

  • Constructivism and connectivism can be integrated effectively in the course template
  • Teachers are guided by in-text guides, examples and the placeholders
  • Teachers’ professional development (PD) can be done inside the course template
  • The course template can change teachers’ teaching perspectives
  • It engages students in their online learning
  • It supports technology-enhanced learning

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References

  • Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., vol. 1, pp. 15–44). AU Press.
  • Bowes, M., & Swanwick, C. (2018). ePE using connectivism to theorise developments in digital technology in physical education in Aotearoa/ New Zealand. In J. Koekoek (Ed.), Digital technology in physical education: Global perspectives (pp. 204–221). Routledge. https://doi.org/10.4324/9780203704011
  • Bartlett, J. (2022). Introduction to power analysis. https://doi.org/10.17605/OSF.IO/PCFVJ
  • Conole, G., Oliver, M., Ravenscroft, A., & Freitas, S. (2006). Learning theory and its application to e-learning. In Contemporary perspectives in e-learning research. Routledge.
  • Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), Article 1. https://doi.org/10.1177/0047239516661713
  • Pratt, D. D., & Collins, J. (2001). Teaching perspectives inventory. TPI Teaching Perspective Inventory. http://www.teachingperspectives.com/tpi/
  • Frost, J. (2019, September 16). How to do t-tests in Excel. https://statisticsbyjim.com/hypothesis-testing/t-tests-excel/
  • Rush, C. (2026, May 6). How Apprenticeships Work—And Why More People Are Choosing Them. Beyond Borders. https://www.remitly.com/blog/jobs-and-careers/what-is-an-apprenticeship/

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Questions

Yong Liu

Yong.Liu@manukau.ac.nz

How Does a Course Template Change Teachers’ Teaching Perspective?