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Table 9 Approach one to identifying conceptions of teaching and enacted practice. Adaptation of student-centred questions from Owens (2015)

From: Understanding fully online teaching in vocational education

Student-centred topics Owens (2015) conception of teaching questions Adaptation for this survey Owens (2015) enacted practice questions Adaptation for current survey
Problem solving 1. Higher education should convert students from secondary-school type learning (e.g. memorisation) into tertiary type (e.g. problem solving).
5. The most important skill graduates can develop is the ability to carry on learning when they leave higher education.
1.1 Teaching should help convert students from school type memorisation to problem-solving type learning.
1.5 The most important skill students can develop is the ability to carry on learning when they leave TAFE.
35. I use online environments to teach my students how to use logical and rational thinking.
42. I use the online environment to teach my students how to analyse information critically.
2.8 I teach my online students how to use logical and rational thinking.
2.15 I teach my online students how to analyse information critically.
Interactive teaching 9. A good lecturer should incorporate student discussion as part of his/her teaching.
13. Lecturers should encourage participation from their students.
1.9 A good online teacher incorporates student-to-student discussion of content.
1.13 Online teachers should encourage students to interact.
28. I spend more time in online environments directing discussion than giving information.
30. I get students to participate in online discussion as much as possible.
2.1 I spend more time giving information than directing discussions [consciously reversed question].
2.3 I usually get students to participate in online discussions.
Facilitative teaching 8. Teaching is about providing an environment in which students are encouraged to do the learning themselves. 1.8 Teaching is about providing an environment in which students are encouraged to construct knowledge rather than receive content. 31. One of my principal aims in the VLE is to provide an environment in which students are helped to ‘learn for themselves’ rather than be taught. 2.4 One of my principal aims is to provide an environment in which students are helped to ‘learn for themselves’ rather than be taught.
Pastoral interest 3. A good lecturer is one who recognises the personal needs of his/her students.
7. Good lecturers should have a genuine interest in their students’ well-being.
1.3 A good online teacher is one who recognises the personal needs of his/her students.
1.7 Good online teachers have a genuine interest in their students’ well-being.
32. When use online learning environments to keep in touch with students’ pastoral problems.
37. I use online environments to show that I am concerned with my students’ well-being.
2.5 I keep in touch with students’ personal problems.
2.10 I show my students that I am concerned with their well-being.
Motivating students 10. It is really important that a lecturer is able to enthuse his/her students.
12. A good lecturer is one who can motivate students to learn.
1.10 It is important that an online teacher is able to enthuse his/her students.
1.12 A good online teacher is one who can motivate students to learn.
33. I use online environments to encourage my students to become self-motivated individuals.
40. In my online environment I spend much of my time trying to present subject material in a way which will stimulate the interests of students.
2.6 I encourage my students to be self-motivated individuals.
2.13 I spend much of my time trying to present subject material in a way that will stimulate the interests of online students.