{"id":7235,"date":"2024-01-09T10:58:43","date_gmt":"2024-01-09T15:58:43","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=7235"},"modified":"2024-01-09T10:58:43","modified_gmt":"2024-01-09T15:58:43","slug":"7235","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/7235","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Hallissy, M.P. (2014).\u00a0 <em>Building teacher professionalism in teaching-learning interactions between online tutors and learners during synchronous tutorials \u2013a case study from Hibernia College<\/em>.\u00a0 [Doctoral dissertation, University of London].\u00a0 <a rel=\"noreferrer noopener\" href=\"https:\/\/www.academia.edu\/9427758\/Building_teacher_professionalism_in_teaching-learning_interactions_between_online_tutors_and_learners_during_synchronous_tutorials_a_case_study_from_Hibernia_College\" target=\"_blank\">https:\/\/www.academia.edu\/9427758\/Building_teacher_professionalism_in_teaching-learning_interactions_between_online_tutors_and_learners_during_synchronous_tutorials_a_case_study_from_Hibernia_College<\/a><a href=\"http:\/\/bit.ly\/MichaelHallissyThesis\"><\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThis case-study is set within the context of a new online Masters Programme for teachers within Hibernia College, the Masters of Arts in Teaching and Learning (MATL).&nbsp;It explores how tutors and students interact using&nbsp;synchronous computer mediated conferencing (SCMC) technologies during live tutorial sessions.&nbsp;The study found that students and tutors did not have an agreed set of ground rules for these online events and thus there was a need for a signature pedagogy to clarify this.&nbsp;It was observed, using the Flanders Interaction Analysis Categories (FIAC) and tutor interviews, that the level of interaction during these tutorials was predominantly teacher led&nbsp;with little&nbsp;evidence of student voice.&nbsp;Further analysis found that there was also limited evidence of critical discussion. The study has developed a toolkit&nbsp;comprising an expanded FIAC framework and an adapted version of Brookfield and Preskill\u2019s Dispositions for Critical Discussion. The toolkit is designed to enable tutors to reflect on their tutorial practice.&nbsp;Using a cyclical&nbsp;process tutors can capture, codify and analyse&nbsp;their existing knowledge&nbsp;with a view to developing critical discussion as the signature pedagogy for their online tutorials.&nbsp;In this way Hibernia College can assist tutors&nbsp;in building their&nbsp;own professional practice knowledge with the ultimate goal of enhancing student learning on the programme.&nbsp;The study is set against a&nbsp;backdrop where higher education institutions are placing greater significance on online interactions and this is&nbsp;placing new demands on the pedagogical repertoire of their faculty.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Hallissy, M.P. (2014).\u00a0 Building teacher professionalism in teaching-learning interactions between online tutors and learners during synchronous tutorials \u2013a case study from Hibernia College.\u00a0 [Doctoral dissertation, University of London].\u00a0 https:\/\/www.academia.edu\/9427758\/Building_teacher_professionalism_in_teaching-learning_interactions_between_online_tutors_and_learners_during_synchronous_tutorials_a_case_study_from_Hibernia_College Abstract: \u201cThis case-study is set within the context of a new online Masters Programme for teachers within Hibernia College, the Masters&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/7235\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,7],"tags":[160,2241,2242,2243,2244,2245],"coauthors":[2302],"class_list":["post-7235","post","type-post","status-publish","format-standard","hentry","category-empirical-research","category-dissertation","tag-case-study","tag-dispositions-for-critical-discussions","tag-flanders-interaction-analysis-categories-fiac","tag-teleconferencing","tag-online-graduate-program","tag-hibernia-college","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=7235"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7235\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=7235"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=7235"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=7235"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=7235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}