A Framework for Online Teaching and Learning: The S-CARE Pedagogical Model

Kaur, Abtar and Shriram , Raghunathan and Ravichandran, P. (2011) A Framework for Online Teaching and Learning: The S-CARE Pedagogical Model. In: 25th AAOU Annual Conference, 28-30 September 2011, Penang, Malaysia.

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Abstract

Student satisfaction and retention is a key feature of any good educational programme. Deden (2005) reports a 7.7 % improvement in student retention after one year through a number of measures including the quality of instructor’s online interaction. When measuring the success of an online programme a number of learning permutations have to be considered, namely: the learning activities, tools, resources and interactions or communication which makes up a pedagogical scenario/landscape. Daniel (2004), states that when designing and executing a pedagogical scenario the teacher has to respect a harmonic equilibrium between the freedom for intellectual development and motivation on one hand and certain guiding principles on the other. Putting all the above contentions together, this paper aims to present an analysis of the different pedagogical permutations exhibited by 7 different online facilitators in the Master of Instructional Design & Technology programme at the Open University Malaysia based on feedback from students, the facilitators and analysis of online interactions. This paper will present findings to the main research question that guided the study, namely, what are the main characteristics of an optimal pedagogical scenario employed by MIDT facilitators, and can these be translated into an online learning model? Findings showed that 4 major characteristics of an optimal online pedagogy were planning, interaction, feedback and focus. These 4 characteristics were further checked and analyzed with MIDT students and facilitators and as such a framework for online learning was developed into the S-CARE model. What is the S-CARE? It is a new online pedagogical model proposed in this work and it stands for S=Strategic, C=Consistent, A=Adaptive, R=Realistic and E=Effective. Initial results show that most facilitators exhibited some form of S-CARE, however the model will need further testing to ensure the suggested pedagogical permutations are applicable for most pure online courses. The success of the S-CARE portends well for the future in that it provides a structure to teaching and learning within the framework of chaos of the online environment. The combined experience of about 2 years of work shows both the potential and the way forward for the future and S-CARE is a step forward in helping online teaching and learning achieve its promise. (Abstract by authors)

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