Context / probleemstelling of aanleiding

Context/probleemstelling of aanleiding:
Online interaction is reported to be linked to satisfaction, learning, motivation, and well-being. However, online education often lacks interaction. In previous studies [1], we identified interventions to improve online interaction. One of the proposed interventions is to teach the teacher how to improve online interaction. Data on the actual effectiveness of such interventions is, however, limited. In this study, we aimed to design a “teach the teacher” intervention and assess its implementation according to the Kirkpatrick Model [2]. Firstly, we aimed to assess teachers’ perception of the training, as well as their self-reported implementation. Secondly, we aimed to investigate whether the targeted outcomes of the training can be observed in the student population, by comparing how students appreciated the quality of online interaction, teaching presence, satisfaction, and learning before and after the teachers underwent training.
Beschrijving van de interventie/innovatie:
Teachers from a Master program of LUMC were given a training on how to improve quality of online interaction, which consisted of an asynchronous preparation, a Team-Based Learning on-site session, and an individual coaching session. Students (<i>N</i> = 21) filled out questionnaires including measures of quality of online interaction (social presence and cognitive presence), teaching presence, perceived learning, and student satisfaction over 6 courses (3 courses pre-training and 3 courses post-training). Semi-structured interviews were conducted with 4 teachers.
Ervaringen/analyse van de implementatie:
The interviews were analyzed by thematic analysis, a form of qualitative analysis. The training was perceived as useful, yet whether and how teachers implemented the tips depended on the course topic and characteristics. Repeated measures ANOVA with planned contrasts was conducted to analyze the differences in quality of online interaction, teaching presence, student satisfaction, and perceived learning between the courses taken pre-training and post-training. Results showed that students reported statistically significant (<i>p</i> < 0.05) higher teaching presence, student satisfaction, and perceived learning post-training, compared to pre-training.
Lessons learned (implicaties voor de praktijk):
This study was the first study designing an evidence-based “teach the teacher” training to improve online interaction. Our promising results show that such a training is well-perceived and leads teachers to implement the tips. Furthermore, changes can also be seen in student-reported interaction and learning outcomes. We recommend that such a training is further improved based on the teacher feedback and further researched with a larger sample size.
Referenties (max. 2):
[1] Lupascu, A., Hendriks, R.A., van der Hage, J.A., de Jong, P.G.M. (2024). How to define, measure, and improve quality of online interaction in higher education: A scoping review. Manuscript submitted for publication.
[2] Kirkpatrick, D. L. (1959). Techniques for evaluating training programs. <i>Journal of the American Society of Training Directors,</i> 13, 3–9.