Enhancing the Facilitation of Online Groups in Higher Education: A Review of the Literature on Face-to-Face and Online Group-Facilitation

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aut.relation.journalInteractive Learning Environmentsen_NZ
aut.researcherThorpe, Stephen
dc.contributor.authorThomas, Gen_NZ
dc.contributor.authorThorpe, SJen_NZ
dc.date.accessioned2022-03-22T22:27:28Z
dc.date.available2022-03-22T22:27:28Z
dc.date.copyright2018-03-28en_NZ
dc.date.issued2018-03-28en_NZ
dc.description.abstractThere still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how teacher presence is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided.en_NZ
dc.identifier.citationInteractive Learning Environments, 27:1, 62-71, DOI: 10.1080/10494820.2018.1451897
dc.identifier.doi10.1080/10494820.2018.1451897en_NZ
dc.identifier.issn1049-4820en_NZ
dc.identifier.issn1744-5191en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/15019
dc.publisherTaylor and Francis
dc.relation.urihttps://www.tandfonline.com/doi/abs/10.1080/10494820.2018.1451897
dc.rightsCopyright © 2019 Taylor & Francis. This is a preprint of an article whose final and definitive form has been published in the Interactive Learning Environments and is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectOnline group learning; Group facilitation; Teaching presence; Teacher presence; Instructor immediacy; Online learning pedagogy
dc.titleEnhancing the Facilitation of Online Groups in Higher Education: A Review of the Literature on Face-to-Face and Online Group-Facilitationen_NZ
dc.typeJournal Article
pubs.elements-id334481
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Design & Creative Technologies
pubs.organisational-data/AUT/Design & Creative Technologies/Engineering, Computer & Mathematical Sciences
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Design and Creative Technologies
pubs.organisational-data/AUT/PBRF/PBRF Design and Creative Technologies/PBRF ECMS
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