As a quality label for online teaching was non-existent, d-teach developed a very unique pedagogical framework for online teaching and online learning in collaboration with Griffith University in Australia. The d-teach framework is scientifically underpinned by learning theories and co-built by qualitative data from interviews with online teachers. We received support for this from VLAIO, the Flemish Agency for Innovation and Entrepreneurship. Our unique pedagogical framework is presented at international academic conferences such as Online Educa Berlin and the UNESCO conference Mgiep Tech in India.
Quality online learning needs a clear pedagogical vision of the world and on learning. From this follows an instruction and instructional design that is well thought out, interactive, efficient and structured specifically for online learning. As a future-proof organization, it is important to provide the necessary building blocks for continuous transformation in this changing world.
We conduct our own academic research to ensure the quality of our teaching. Maaike Grammens, professionalization advisor at d-teach and PhD student, conducts research through a Baekeland mandate with the topic how you can teach synchronously online in a qualitative way. The aim is to further support teachers in their professional development. This research is part of a doctoral training that was commissioned by d-teach in collaboration with the Department of Educational Sciences of Ghent University, under the supervision of Prof. dr. Dr. Bram De Wever, and partly supported by VLAIO, the Flemish Agency for Innovation and Entrepreneurship.
Based on a literature study, we made an inventory of all the competencies and overarching roles that teachers should have to teach qualitatively in a synchronous online learning environment. We can summarize the competences in 7 roles for the teacher: the pedagogical role, the role of instructional designer, the social role, the role of manager, the technical role, the communicative role and the cultural role (see figure). This competence framework is the start of further studies that again want to support the synchronous online teacher further evidence-based in his professional development. We publish these insights in international academic journals.