**5. Pedagogical strategies for online learning**

A synthesis of research that spanned the period 2009–2018 revealed that the focus of research on e-learning is shifting from devices and apps towards the pedagogical process, with more emphasis on pedagogical innovation. In particular, pedagogical designs that can be adopted at university level [1, 20]. In Kenya, apart from teacher educators, most lecturers have been teaching without any pedagogical training, until the onset of online learning that necessitated sporadic trainings on how to deliver content to learners. Now there is greater need for deliberate training in a variety of strategies when integrating technology and media into a lesson. Instead of using only didactic approaches- that fitted face-to-face classroom interactions, the following dynamic approaches can be adopted (1) Presenting (2) Conducting (3) Facilitating and (4) Mentoring. The psycho-pedagogical basis of these approaches is found in the theories of social constructivism, connectivism and collaborative learning [7].

#### **5.1 Presentation**

Presenting is a teacher centered strategy that focuses on divergent thinking and embraces methods such as lecture and demonstration. In presentation the instructor disseminates information to learners, and the source of the information can be a text book, an audio tape or even a video. Students can also be made to view real or life like example of a skill or a procedure. This strategy can be used during synchronous meetings in such platforms as Zoom, google meet and Big Blue Button, but instead of having the teacher present all the time, students can be given a chance for group presentations. Some teachers who have experimented with this report that it is an interesting way to engage learners.

### **5.2 Conducting**

This strategy is analogous to activities of a choir master, who does not sing, but guides the singers by helping them to read the notes and conducting the practice. The online tools which can be employed in this strategy are drill-and-practice; and

**79**

*From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences…*

tutorials and gaming. In drill-and- practice learners are led through a number of exercises that enhance knowledge on specific content or a new skill, while in tutorials the teacher or a computer software poses a question to which the learner provides an answer and receives appropriate feedback. Gaming provides challenge in learning

Facilitation as a strategy is learner centered, process oriented, flexible and allows for divergent thinking. It is supported by transactional theory, that was discussed earlier in this chapter. It uses methods such as discussion; and question and answer. Teachers should act as facilitators of collaboration, in learning activities such as creating of digital resources, presentations and projects. Facilitation is also, most, applicable in web discussion forums where students give their views and the teacher acts as a moderator [18]. Alternatively, it can be used in chat forums where students post their ideas and views. Here is an illustration that captures a discussion forum in

The Discussion Question: Is it all that important for prospective teachers to train

This is a very important subject in teacher training considering the fact that we live in a dynamic fast-changing world. A recent example is the effect of the COVID-19 pandemic on education. Many schools are going online and who knows, that may be the new normal in various aspects in education. This implies that prospective teachers

In my opinion, all prospective teachers should have a training on how to use technology in education. Technology has revolutionized how learning and teaching takes place by use of more improved media like computers and projectors. The use of software like word and power point has also increased in the recent past which necessitates the need for each prospective teacher to be able to use them among other many forms of technology like printing media and also e-learning services. This is just but an example of how much there is need for technological knowledge

Previous qualitative and quantitative research has shown that many online learning activities exist, but are less frequently performed by university students, particularly teacher trainees. These include playing educational games, using virtual environments for learning, participating in online courses, using ICT for self-assessment, and planning the learning process [1, 18, 21]. This raises the need to mentor student teachers into these activities. Mentoring is inquiry- discovery approach that promotes initiative, creative and imaginative thinking. In this strategy the teacher and the learner set forth a problem to solve and both participate in the learning process, though not on equal terms. The teacher acts as a co-investigator or a co-learner. Mentoring provides the tools and hands –on experience with which the teacher trainees need to begin their career. In Taiwan mentoring role is stressed particularly to prepare student teachers with high learning models, observation and reflection. Indeed, teacher educators should be mentors and coaches for teacher trainees, showing them how to use social media, and create resources [5, 18].

one online course EDTE 391 Educational Communication and Technology.

*DOI: http://dx.doi.org/10.5772/intechopen.96950*

**5.3 Facilitation**

and is a great motivator, particularly for online learning.

Wednesday, 2 September 2020, 11:49 AM

**Student "A"** - Thursday, 3 September 2020, 9:36 AM

need to be equipped with knowledge in educational technology. **Student "B"** - Monday, 28 September 2020, 9:45 AM

Number of replies: 6

in teacher training.

**5.4 Mentoring**

in the use of technology in education?

tutorials and gaming. In drill-and- practice learners are led through a number of exercises that enhance knowledge on specific content or a new skill, while in tutorials the teacher or a computer software poses a question to which the learner provides an answer and receives appropriate feedback. Gaming provides challenge in learning and is a great motivator, particularly for online learning.

#### **5.3 Facilitation**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

tions of COVID 19 on face to face interactions.

and collaborative learning [7].

is an interesting way to engage learners.

**5.1 Presentation**

**5.2 Conducting**

**5. Pedagogical strategies for online learning**

In order to promote learning the teacher should be skilled in managing meeting platforms such as Zoom, Big Blue Button; knowing how to set it up, and managing the presentation and participants by manipulating buttons such as share screen, chat, audio, and webcam. Some teachers confess that when they first use the Big Blue Button, they are not able to control the class because they do not know how to mute a few students who log in with a lot of background noises. They are not even able to use the video or share the screen. For many teachers, performing these actions is an uphill task because the initial teacher training was devoid of these requisite skills. A recent research in a Kenyan university revealed that only 25% of the faculty had been trained in management of online course, and only 20% had attended related seminars or workshops; yet students reported that course information (58%), layout (48%), announcements (38%), and reminders (35%) contributes to the effectiveness of an online learning [4]. For this reason, there should be a deliberate move to in service Teacher Educators in management of online courses so that they pass on the skill to teacher trainees as part of their training. This can be strengthened further, through virtual supervision of teaching practice- a model that some teacher training universities are already using to circumvent the restric-

A synthesis of research that spanned the period 2009–2018 revealed that the focus of research on e-learning is shifting from devices and apps towards the pedagogical process, with more emphasis on pedagogical innovation. In particular, pedagogical designs that can be adopted at university level [1, 20]. In Kenya, apart from teacher educators, most lecturers have been teaching without any pedagogical training, until the onset of online learning that necessitated sporadic trainings on how to deliver content to learners. Now there is greater need for deliberate training in a variety of strategies when integrating technology and media into a lesson. Instead of using only didactic approaches- that fitted face-to-face classroom interactions, the following dynamic approaches can be adopted (1) Presenting (2) Conducting (3) Facilitating and (4) Mentoring. The psycho-pedagogical basis of these approaches is found in the theories of social constructivism, connectivism

Presenting is a teacher centered strategy that focuses on divergent thinking and embraces methods such as lecture and demonstration. In presentation the instructor disseminates information to learners, and the source of the information can be a text book, an audio tape or even a video. Students can also be made to view real or life like example of a skill or a procedure. This strategy can be used during synchronous meetings in such platforms as Zoom, google meet and Big Blue Button, but instead of having the teacher present all the time, students can be given a chance for group presentations. Some teachers who have experimented with this report that it

This strategy is analogous to activities of a choir master, who does not sing, but guides the singers by helping them to read the notes and conducting the practice. The online tools which can be employed in this strategy are drill-and-practice; and

**78**

Facilitation as a strategy is learner centered, process oriented, flexible and allows for divergent thinking. It is supported by transactional theory, that was discussed earlier in this chapter. It uses methods such as discussion; and question and answer. Teachers should act as facilitators of collaboration, in learning activities such as creating of digital resources, presentations and projects. Facilitation is also, most, applicable in web discussion forums where students give their views and the teacher acts as a moderator [18]. Alternatively, it can be used in chat forums where students post their ideas and views. Here is an illustration that captures a discussion forum in one online course EDTE 391 Educational Communication and Technology.

Wednesday, 2 September 2020, 11:49 AM

Number of replies: 6

The Discussion Question: Is it all that important for prospective teachers to train in the use of technology in education?

**Student "A"** - Thursday, 3 September 2020, 9:36 AM

This is a very important subject in teacher training considering the fact that we live in a dynamic fast-changing world. A recent example is the effect of the COVID-19 pandemic on education. Many schools are going online and who knows, that may be the new normal in various aspects in education. This implies that prospective teachers need to be equipped with knowledge in educational technology.

**Student "B"** - Monday, 28 September 2020, 9:45 AM

In my opinion, all prospective teachers should have a training on how to use technology in education. Technology has revolutionized how learning and teaching takes place by use of more improved media like computers and projectors. The use of software like word and power point has also increased in the recent past which necessitates the need for each prospective teacher to be able to use them among other many forms of technology like printing media and also e-learning services. This is just but an example of how much there is need for technological knowledge in teacher training.

#### **5.4 Mentoring**

Previous qualitative and quantitative research has shown that many online learning activities exist, but are less frequently performed by university students, particularly teacher trainees. These include playing educational games, using virtual environments for learning, participating in online courses, using ICT for self-assessment, and planning the learning process [1, 18, 21]. This raises the need to mentor student teachers into these activities. Mentoring is inquiry- discovery approach that promotes initiative, creative and imaginative thinking. In this strategy the teacher and the learner set forth a problem to solve and both participate in the learning process, though not on equal terms. The teacher acts as a co-investigator or a co-learner. Mentoring provides the tools and hands –on experience with which the teacher trainees need to begin their career. In Taiwan mentoring role is stressed particularly to prepare student teachers with high learning models, observation and reflection. Indeed, teacher educators should be mentors and coaches for teacher trainees, showing them how to use social media, and create resources [5, 18].

In this approach the teacher learns a lot of technological skills from the learners who already have an upper hand in this. Proponents of online learning agree that being an online learner contributes to an academician's professional development of becoming a technology-enabled designer or teacher, [17]. One teaching method that can be used in this strategy is the project method; which fits with many features of online learning. The researcher recollects an experience with the project method in teaching the course Educational Communication and Technology. In this case, the students were to identify a problem, use a topic of interest and select four types of media to solve the problem. One group focused on solving the modern problem of race by revisiting Trans-Atlantic slave trade and used power points, recorded voice, video and music for illustration. This was very interesting. The teacher offered support, only when it was necessary.
