Educational Support for Distance Learning Teachers
By Daniel LaBillois, Educational Adviser at the Cégep de la Gaspésie et des Îles and Martine Saint-Germain, Educational Adviser at the Cégep de l’Outaouais
How can we help teachers provide high quality distance learning programs? This research paper examines three different aspects simultaneously:
—The personality profile and pedagogical stance of the teachers;
—The support arrangements in accordance with the profile and pedagogical stance;
—The appropriation of educational practices centred around learning in virtual classes.
The main aim of this research was to increase the efficiency of the support process for CEGEP teachers by encouraging the appropriation of practices centred around teaching in distance learning virtual classes.
Carried out by the Techniques de comptabilité et de gestion (Accounting and Management Techniques) program at the Cégep de la Gaspésie et des Îles.
This guide suggests educational activities for all teachers looking to develop teaching activities that are focused around active student participation, while encouraging the development of their capacity to exercise skill.
It is important to note that this guide is not solely for teachers of the Accounting and Management Techniques program. The activities suggested can be used as a source of inspiration for all programs, both technical and university prep courses.
Designing a Blended Course: A Model Based on Thinking about your Teaching Practices
Created by the University of Ottawa’s Teaching and Learning Support Service (TLSS)
Designing a blended course is based on a set of specific actions. To help instructors who wish to make this educational transition, the Teaching and Learning Support Service (TLSS) of the University of Ottawa proposes a model that reviews components of the course design process in the context of transforming a course into a blended format.