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Qualifying online teachers-Communicative skills and their impact on e-learning quality

机译：合格的在线教师-交流技能及其对电子学习质量的影响

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Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well as pedagogical possibilities and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that technology cannot solve. These problems concern how teachers function satisfactory as mediators and coaches in collaborative, knowledge sharing virtual environments. For example, how teachers support their students in becoming online-students and how they facilitate complex discussions on difficult topics. This is a big challenge for everybody involved in e-learning, and the challenge is not met by offering introductory courses for university teachers. Based on basis of a recent examination of concrete actions and strategies for the future within 11 Danish universities, the auther argues that there exists a severe mismatch between the organisational expectations and strategies and the competence-evolving activities that the same organisations offer to their staff. A recent case study of a university pedagogy course on e-learning for university teachers demonstrates and identifies some of the consequences of the mismatch. Finally the author suggests strategies to meet the demands of the future online university.
机译：在世界范围内，对教育机构提供在线和混合模式的部分教育的需求日益增加。为了使机构符合这些要求，有必要准备教师（和其他工作人员），以在虚拟环境中履行其职责。教师必须能够根据不同条件（即学科领域，小组规模，交流和互动中的差异）进行教学法上的课程组织。教师必须掌握处理信息和通信技术（ICT）的知识和技能，以及在可用软件中继承的教学可能性和约束条件。多项研究表明，技术障碍比缺乏沟通技巧更容易克服。此外，通讯故障的后果还会带来技术无法解决的严重问题。这些问题关系到教师如何在协作的知识共享虚拟环境中以令人满意的方式充当调解人和教练的角色。例如，教师如何支持学生成为在线学生，以及他们如何促进有关难题的复杂讨论。对于参与电子学习的每个人来说，这都是一个巨大的挑战，而为大学教师提供入门课程并不能解决这个挑战。根据最近对11所丹麦大学对未来的具体行动和策略的研究，作者认为，组织的期望和策略与同一组织向员工提供的能力发展活动之间存在严重的不匹配。最近针对大学教师进行的电子学习大学教学法案例研究证明并确定了这种不匹配的一些后果。最后，作者提出了满足未来在线大学需求的策略。

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