ABSTRACT

Increasingly, graduate student instructors (GSIs) teach online without prior formal training on how to design online assessments of learning and participation. We present findings from a collective case study of seven GSIs at a university in the United States of America to describe how these novice online instructors learned to enact assessment strategies in an online classroom. Findings reveal that the GSIs were influenced by professional learning networks such as peer communities of practice, the academic Twitter community, student feedback, and faculty gatekeeping of institutional resources and policies. With limited institutional and departmental support, the GSIs struggled to transform their face-to-face assessments to leverage technology but leaned on their professional judgment to prioritize traditional discussion and participation structures. Findings inform our understanding of how universities might prioritize professional learning networks on online teaching at differing institutional levels to increase GSIs’ access to online teaching information and knowledgeable role models.

摘要

越来越多的研究生导师 (GSI) 在线授课，而无需事先接受有关如何设计在线学习和参与评估的正式培训。我们展示了对美国一所大学的七个 GSI 进行集体案例研究的结果，以描述这些新手在线教师如何学会在在线课堂中制定评估策略。调查结果表明，GSI 受到专业学习网络的影响，例如同行实践社区、学术 Twitter 社区、学生反馈以及机构资源和政策的教师守门人。在有限的机构和部门支持下，GSI 努力将他们的面对面评估转变为利用技术，但依靠他们的专业判断来优先考虑传统的讨论和参与结构。调查结果让我们了解大学如何在不同机构层面优先考虑在线教学的专业学习网络，以增加 GSI 对在线教学信息和知识渊博的榜样的访问。