The role of e-learning coaches in Australian secondary schools

The role of e-learning coaches in Australian secondary schools

This study explores the personal experiences of e-learning coaches working in secondary schools in order to provide information about the role of an e- learning coach. Seven secondary schools in the outer-eastern region of Melbourne, Australia, were involved in a 3-year e-learning project. Semi-stru...

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Bibliographic Details
Published in:Journal of computer assisted learning Vol. 29; no. 2; pp. 179 - 187
Main Authors: Skues, J.L., Cunningham, E.G.
Format: Journal Article
Language:English
Published: Oxford, UK Blackwell Publishing Ltd 01-04-2013
Wiley-Blackwell
Blackwell
Wiley Subscription Services, Inc
Subjects:
Australia
Biological and medical sciences
CAI
Coaches
Coaching (Performance)
Computer assisted instruction
Computer Uses in Education
Confusion
Coordinators
Distance education
Distance learning
e-learning
Education
Educational psychology
Educational Technology
Electronic Learning
Foreign Countries
Fundamental and applied biological sciences. Psychology
ICT coordinator
Instructional Leadership
Interviews
Learning
Online instruction
Online learning
Personal experiences
Professional development
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Receiving
Role perception
Schools
Secondary education
secondary school
Secondary Schools
Semi Structured Interviews
Teacher Collaboration
Teacher Role
Teacher Student Relationship
Teachers
Teaching Methods
Technical Assistance
Technology Integration
Uptakes
Australia
Victoria
Melbourne (Vic)
Oceania
Human
E-learning
ICT coordinator
secondary school
Secondary education
Information communication technology
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Description
Summary:This study explores the personal experiences of e-learning coaches working in secondary schools in order to provide information about the role of an e- learning coach. Seven secondary schools in the outer-eastern region of Melbourne, Australia, were involved in a 3-year e-learning project. Semi-structured interviews were conducted by an independent researcher with an e-learning coach from each of the seven schools involved in the research. A number of themes emerged from the interviews, including role confusion, changes in the role over time, the importance of establishing relationships, barriers to the uptake of information and communication technology (ICT) and ICT usage. To facilitate the integration of ICT with teaching practices in the secondary school setting, it is recommended that a full-time position for an on-site e- learning coach receiving the total support of school leaders is needed to provide relevant professional development and ongoing support to classroom teachers. [Author abstract, ed]
Bibliography:ark:/67375/WNG-NVNSXD0G-B
ArticleID:JCAL488
istex:FDE8FE96A787EC5136B8584B51BE26B6188DC233
Refereed article. Includes bibliographical references.
Journal of Computer Assisted Learning; v.29 n.2 p.179-187; April 2013
This research was supported by a grant from the Leading Schools Fund initiative from the Department of Education and Early Childhood Development.
ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:0266-4909
1365-2729
DOI:10.1111/j.1365-2729.2012.00488.x