TABLE 1 Linda Jeffries (U.S. Group-Based...

TABLE 1

Linda Jeffries (U.S. Group-Based E-Moderating Persona)

1. Name & & Portrait—

A black and white portrait photo of a smiling woman with short hair and a light colored blazer.

(Source: Getty Image Bank)

Linda Jeffries

2. Personal Description—Linda is 47 years old. She lives is Chicago. She has been a teacher educator for over 10 years, having primarily taught student teachers in the traditional, face-to-face format. She teaches at a small, private university which is just beginning to incorporate more online teaching in its academic curricula. Linda has received training in Online and Distance Learning (ODL), which has greatly influenced her teaching practice, research agenda, and other professional activities. In fact she reports that her face-to-face and online teaching styles are in constant dialogue, continually influencing each other. Subsequent to her ODL training, she has taught most of her graduate courses in a blended format. She spends at least 7 hours a week teaching online, logging on little and often. She describes her online teaching style as warm, encouraging, reliable, and interactive. Discussion and the Socratic questioning are a big part of it too. On a personal level, Linda is married, has two college kids, and one dog. In her spare time, she relaxes by watching movies and eating out with friends.

3. Technological Skills—She is a great deal confident in using her university’s course management system (Blackboard). The specific Blackboard features she deploys in her teaching are the (1) Discussion Board; (2) Groups Area; (3) External Links; (4) Course Documents; (5) Course Information; (6) Faculty Information; (7) Assignments; (8) Digital Drop Box; (9) Announcements; and, (10) Online Tests and Surveys.

4. Online Roles—Reporting a good deal of confidence in her online teaching skills, she normally applies them through (1) providing feedback to the group of students on a regular basis; (2) providing personalized feedback to each student on an as-needed basis; (3) providing guidance, support, encouragement, and motivation; (4) providing quick responses; (5) setting up online activities; (6) providing quality resources; (7) stimulating student-guided reflections and discussions; and (8) anticipating potential student needs and reporting in advance.

5. Online Tasks—Typical online activities that Linda incorporates in her courses include (1) General tasks meant for everyone; (2) Specific tasks assigned to each group; (3) Cooperative learning activities; (4) Critical reflections; (5) Problem-based activities (including games & simulations); and, (6) A-synchronous conferences

6. Current Problems—Linda reports that currently she struggles with managing time online. She doesn’t always work with the instructionally appropriate student group size. Her online assessment skills are not as effective. Her institution’s support is ineffective and inefficient. She worries that not all her students have online access. Not all of her students are comfortable with online learning—some do not take it seriously.

7. Professional Development Needs—Linda needs more hands-on opportunities in order to experiment with different online teaching strategies, but also learn how to use additional Blackboard features. She also needs a knowledgeable and compassionate mentor to be available on an informal, as-needed basis.

8. Desires and Goals—Linda would like to (1) incorporate better assessment of student performance; (2) work with her preferred group size online (small); (3) receive more exposure online; (4) receive professional development opportunities; and, (5) receive more effective and efficient institutional support.

9. Values—Linda’s pedagogical values and beliefs regarding online teaching and learning are summarized below

She believes that student projects should have a meaning or value behind them.
Although she believes that both theory and practice courses, both at the undergraduate and graduate levels lend themselves to ODL and Blended learning, she is more supportive of blended learning because it allows for face-to-face interaction with students.
She feels that online teaching involves a set of skills in its own right.

(Source: Getty Image Bank)

A black and white portrait photo of a smiling woman with short hair and a light colored blazer.

Linda Jeffries
1. Name & & Portrait—
2. Personal Description—Linda is 47 years old. She lives is Chicago. She has been a teacher educator for over 10 years, having primarily taught student teachers in the traditional, face-to-face format. She teaches at a small, private university which is just beginning to incorporate more online teaching in its academic curricula. Linda has received training in Online and Distance Learning (ODL), which has greatly influenced her teaching practice, research agenda, and other professional activities. In fact she reports that her face-to-face and online teaching styles are in constant dialogue, continually influencing each other. Subsequent to her ODL training, she has taught most of her graduate courses in a blended format. She spends at least 7 hours a week teaching online, logging on little and often. She describes her online teaching style as warm, encouraging, reliable, and interactive. Discussion and the Socratic questioning are a big part of it too. On a personal level, Linda is married, has two college kids, and one dog. In her spare time, she relaxes by watching movies and eating out with friends.
3. Technological Skills—She is a great deal confident in using her university’s course management system (Blackboard). The specific Blackboard features she deploys in her teaching are the (1) Discussion Board; (2) Groups Area; (3) External Links; (4) Course Documents; (5) Course Information; (6) Faculty Information; (7) Assignments; (8) Digital Drop Box; (9) Announcements; and, (10) Online Tests and Surveys.
4. Online Roles—Reporting a good deal of confidence in her online teaching skills, she normally applies them through (1) providing feedback to the group of students on a regular basis; (2) providing personalized feedback to each student on an as-needed basis; (3) providing guidance, support, encouragement, and motivation; (4) providing quick responses; (5) setting up online activities; (6) providing quality resources; (7) stimulating student-guided reflections and discussions; and (8) anticipating potential student needs and reporting in advance.
5. Online Tasks—Typical online activities that Linda incorporates in her courses include (1) General tasks meant for everyone; (2) Specific tasks assigned to each group; (3) Cooperative learning activities; (4) Critical reflections; (5) Problem-based activities (including games & simulations); and, (6) A-synchronous conferences
6. Current Problems—Linda reports that currently she struggles with managing time online. She doesn’t always work with the instructionally appropriate student group size. Her online assessment skills are not as effective. Her institution’s support is ineffective and inefficient. She worries that not all her students have online access. Not all of her students are comfortable with online learning—some do not take it seriously.
7. Professional Development Needs—Linda needs more hands-on opportunities in order to experiment with different online teaching strategies, but also learn how to use additional Blackboard features. She also needs a knowledgeable and compassionate mentor to be available on an informal, as-needed basis.
8. Desires and Goals—Linda would like to (1) incorporate better assessment of student performance; (2) work with her preferred group size online (small); (3) receive more exposure online; (4) receive professional development opportunities; and, (5) receive more effective and efficient institutional support.
9. Values—Linda’s pedagogical values and beliefs regarding online teaching and learning are summarized below She believes that student projects should have a meaning or value behind them. Although she believes that both theory and practice courses, both at the undergraduate and graduate levels lend themselves to ODL and Blended learning, she is more supportive of blended learning because it allows for face-to-face interaction with students. She feels that online teaching involves a set of skills in its own right.

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