The Design and Evaluation of Online Faculty Development for Effective Graduate Supervision

Michele Jacobsen; Hawazen Alharbi; Lisa Taylor; Les Bairstow; Verena Roberts

doi:10.18357/otessaj.2021.1.1.3

Auteurs-es

Michele Jacobsen University of Calgary https://orcid.org/0000-0002-0639-7606
Hawazen Alharbi Werklund School of Education, University of Calgary https://orcid.org/0000-0001-7405-080X
Lisa Taylor Werklund School of Education, University of Calgary https://orcid.org/0000-0003-0744-8249
Les Bairstow MediaTree; Werklund School of Education, University of Calgary
Verena Roberts University of Calgary https://orcid.org/0000-0003-3336-7805

DOI :

https://doi.org/10.18357/otessaj.2021.1.1.3

Mots-clés :

cours en ligne ouvert à tous, supervision des diplômés, développement du corps professoral, apprentissage en ligne, développement des médias, micro-accréditations

Résumé

Cette recherche basée sur la conception vise à améliorer la qualité de la supervision des étudiants aux cycles supérieurs par l'utilisation d'un cours en ligne ouvert et massif (MOOC). Le MOOC Quality Graduate Supervision réunit des professeurs de diverses disciplines, des chercheurs postdoctoraux et des superviseurs experts au sein d'une communauté d'apprentissage en ligne afin de discuter des pratiques de supervision efficaces, des stratégies pour établir des relations, du soutien à la rédaction académique, de mentorat pour des carrières diverses et de la manière de combiner excellence avec bien-être. Les données de l'enquête, des entretiens et des données analytiques ont été analysées pour informer et évaluer la conception et le développement du MOOC QGS, pour avoir un aperçu de l'expérience et de l'engagement des apprenants, ainsi que pour évaluer l'impact de la communauté d'apprentissage en ligne sur les pratiques de supervision des diplômés. Grâce à la conception et à l'évaluation continues de ce cours d'apprentissage en ligne pour les superviseurs d'étudiants aux cycles supérieurs, l'équipe de recherche a constaté que la communauté d'apprentissage a influencé la prise de conscience des membres du corps enseignant, l'acquisition de connaissances collectives, la fixation d'objectifs et des actions pratiques de supervision des étudiants aux cycles supérieurs. Nous présentons les résultats de notre évaluation des éléments de conception du MOOC QGS, les avantages de l'apprentissage pour les superviseurs, les impacts sur les pratiques de supervision des étudiants aux cycles supérieurs, puis nous proposons plusieurs recommandations pour la recherche et la pratique.

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