Guiding staff at Higher Education Institutions towards teaching online. A case of Pedagogy Before Online Technology
Abstract: There is growing evidence that well designed on-line delivery regardless of the media used can improve retention, expand the scope and resources available in learning situations and increase the motivation of users (Fischer, 1997; Mayer, 2001). The use of technology should be driven by sound pedagogical principles (Ascough 2010) that are guided by the accepted theory of learning preferred by the academics, college or institution of the day. Online technology should be at the service of teaching and learning processes. The aim of this paper is to explore an education model of pedagogy before online technology based on collagogy in order to motivate higher education lecturers into using the new technologies into their teaching. The paper employs the theory of collagogy to design the model of pedagogy before technology in higher education institutions. Collagogy is grounded in learning theory, and is best suited for the digital age since it focuses on encouraging practices and strategies that enable social learning (Lehman, 2010). The process embraces and takes cognisant of the knowledge that the lecturers bring as experienced lecturers before they are led towards teaching online. Several potential benefits of the model for staff development were identified, which included recognising the lecturer as an adult learner during the change towards teaching online.