Innovative Practices in Teacher Education: Institutional contribution in developing a sustainable Online & Teaching Learning Framework
Abstract: Online education has been widely recognized as a channel for higher education institutions to scale up their student enrollment and to provide learning flexibility for non-traditional students (Clinefelter & Aslanian, 2015). Throughout the past decades, online learning has been the fastest growing segment of higher education (Allen, Seaman, Poulin, & Straut, 2016). “One of the strongest arguments for bringing new digital technologies into educational institutions is that, by doing so, we would trigger pedagogical innovation” (Laurillard, Oliver, Wasson & Hoppe 2009, p. 290). Technology-based education supposedly caters for students’ learning needs and fosters creativity, application, and life-long learning, necessary elements for developing learners who are able to function efficiently outside of the classroom context. However, to successfully embrace online teaching and learning, established online teaching and learning framework should be present. Undoubtedly, this calls for initiatives and key contributions at institutional level. In this research, the roles of the Teacher Education institution in developing the blueprint guiding the online teaching and learning strategies and techniques for sustainable online course design, development, implementation and re-engineering is explored. It is concluded that the framework provides structure, guidelines, defines the roles of each stakeholder and provides scope for continual enhancement in terms of quality online learning.