Online courses propose to students various digital resources which realization is time consuming and may be costly (videos of experts, interactive experiments, and quizzes from a bank of questions…). Time spent supervising students trough out discussion forums, active tutoring of productions and projects overtakes traditional classrooms. The resources might soon become obsolete and a continuous improvement of resources is necessary for the course to remain attractive for students. Moreover, resolving technical problems such as connection, access to resources, misunderstanding in their use requires assistance for the teacher. The condition of the success of online courses goes through using appropriate digital tools and scenarios that are not intuitive for the teacher. Therefore, a specific job of Technical Assistant to Teach Online Courses (TATOC) is necessary. The understanding of the teacher’s objective by the TATOC induces the development of skills in the subject taught. Therefore, the technical assistant can become a teaching assistant (TA) and belong to the educational team. We report here the above progressive transformation of TATOC to TA in a learning module dedicated to innovation.
Collaborative Learning, Collaborative Education, E-Learning and E-Pedagogy, Bridging the gap of Education and the Requirements of the Production, Institutional Issues on Technology-based Education and Training
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Cite this paper
Pauline Gata-Martin, Dominique Barchiesi. (2018) From Technical Assistance to Teaching for Online Courses. International Journal of Education and Learning Systems, 3, 49-51
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