Abstract

This paper describes how multiple sources of information were used by two educators to develop new understandings about their roles as teachers of information technology research to a multinational class. The information was gathered from students who provided feedback via an asynchronous Web-based chat space, e-mail, written assignments, and informal discussions. The teachers also provided each other feedback via e-mail and formal discussion at weekly meetings. One of the educators had considerable experience in pedagogy and curriculum design but little experience in using the World Wide Web to support learning in tertiary settings. The second educator had little experience with pedagogy and curriculum design but considerable research and practical experience in using the Web to support learning in tertiary settings. The goal was to combine the two educators' skills in order to improve the design, implementation, and evaluation of a new postgraduate subject delivered by a mixture of face-to-face and Web-supported instruction. However, the educators had another more important purpose, and this was to use the multiple sources of information to gain insights into the effectiveness and appropriateness of their teaching practice and to use this information to improve and modify their teaching. (Contains 16 references.) (SM)

Citation

Ferry, B. & Corrent-Agostinho, S. (2000). Multiple Understandings: The Use of Different Sources of Feedback To Support Self-Study of Teaching in Information Technology. Presented at American Educational Research Association Annual Meeting 2000. Retrieved August 10, 2024 from https://www.learntechlib.org/p/87649/.

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Keywords

• College Faculty
• Computer Uses in Education
• Doctoral Programs
• educational technology
• Electronic Mail
• feedback
• Foreign Countries
• Graduate students
• Graduate Study
• higher education
• information technology
• Self Evaluation (Individuals)
• Teacher Role
• teaching methods
• World Wide Web