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Implemented in a blended format, LeP combines an online self-paced module, an interactive online discussion, and face-to-face action learning. Participation was compulsory for all lecturers; data were gathered via questionnaires from 36 lecturers and interviews with 16 selected participants. Results indicate significant contribution, especially in Stage 2 and Stage 3, with interest in testing effects across cultural diversity.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lecturer-e-training-program-to-support-university-teaching-abstract/598072/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lecturer-e-training-program-to-support-university-teaching-abstract/598072.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Lecturer e-Training Program (LeP) designed to support?","Question",{"text":112,"@type":113},"LeP is designed to support lecturers in preparing for a shift toward student-centred teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was LeP delivered in the study?",{"text":117,"@type":113},"LeP used a blended mode: an online self-paced module, followed by interactive online discussion, and ending with face-to-face action learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What stages of LeP were found to contribute most to lecturer preparation?",{"text":121,"@type":113},"The study found the strongest contributions were in Stage 2 (Online Discussion) and Stage 3 (Face-to-Face Action Learning).",{"name":123,"@type":110,"acceptedAnswer":124},"How was data collected, and what sample sizes were used?",{"text":125,"@type":113},"Questionnaires were distributed to all 36 lecturers, and 16 lecturers were randomly selected for one-to-one structured interviews.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},598072,1792166053,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| Volume 43(2) | Fall/automne 2017 |\n| --- | --- |\n\nLecturer e-Training Program to Support University Teaching  \nProgramme d’e-formation pour les chargés de cours pour appuyerl’enseignement universitaire  \nChan Chang-Tik, Monash University Malaysia  \nAbstract  \nThis article attempts to explore the extent to which Lecturer e-Training Program (LeP) supports lecturers in their preparation for student-centred teaching. LeP was conducted in a blended mode, that is, it involved an online self-paced learning module followed by an interactive online discussion and ended with a face-to-face action learning. It was compulsory for all lecturers in this university to enrol in LeP. The data collection involved distributing questionnaires to all 36 lecturers. After that, 16 lecturers were selected at random for one-to-one structured interviews. In this study, it was found that LeP contributed significantly to the lecturer preparation for student-centred teaching, in particular, Stage 2 (Online Discussion) and Stage 3 (Face-to-Face Action Learning). Lecturers in this university were mostly homogeneous with regard to culture. It would be interesting to test LeP across cultural diversity as it was believed Asians and Westerners think differently.  \nRésumé  \nLe présent article vise à explorer la mesure dans laquelle le Programme d’e-formation (Lecturer e-Training Program) appuie les chargés de cours dans leur préparation pour unenseignement centré sur l’étudiant. Le Programme a été réalisé en mode hybride, c’est-à-dire avec un module d’apprentissage en ligne à rythme libre, qui a été suivi d’une discussion interactive en ligne et finalement d’un apprentissage par l’action réalisé en personne. Tous les chargés de cours de cette université devaient s’inscrire au Programme. La collecte de données a consisté à distribuer des questionnaires aux 36 chargés de cours. Ensuite, 16 d’entre eux ont été choisis au hasard pour des entrevues structurées en tête-à-tête. Dans cette étude, on a conclu que le Programme contribuait de façon importante à la préparation du chargé de cours pour unenseignement centré sur l’étudiant, particulièrement le deuxième stade (discussion en ligne) et le troisième (apprentissage par l’action réalisé en personne) . La culture des chargés de cours decette université était surtout homogène. Il serait intéressant de tester le Programme à travers une diversité culturelle, car on croit que les personnes asiatiques et occidentales pensent différemment.  \nIntroduction  \nUniversities are shifting learning away from the traditional behaviourist perspective where students are passive rote-learners (partly due to teacher-centred teaching) to a modern collaborative, constructivist paradigm where students are actively involved in their learning (Garrison, 2016). Explicitly, students learn through learning activities designed by their lecturers, and they construct knowledge via collaboration and experiences gained in the activities. In fact, Kolb, Rubin, and McIntyre (1984) argue that “learning is the process whereby knowledge is created through the transformation of experience”(p. 38) . Thus, students are encouraged to build on their prior knowledge and experiences to attain a deeper understanding of the events and to capitalize on their peers’ shared experiences. In this perspective, according to Mayer (1998), the role of the student has transformed from a recipient of knowledge to a constructor of knowledge; they need to acquire metacognitive skills for controlling the cognitive processes during learning.  \nIn the initial stages ofthe conversion from a teacher-centred approach to a studentcentred approach, numerous issues arise. Among them, the lack of some support resources, such as, the lack of skills training for lecturers and students to navigate information technology, and the lack of technology knowledge to facilitate delivery (Beadle & Scanty, 2008; Harris, Connolly, & Feeney, 2009). Usually, universities handle this kind of predic","cbCainWq2RkCejpk","https://ap.wps.com/l/cbCainWq2RkCejpk","pdf",562963,"English","# Introduction\n## Lecturer training shift to student-centred teaching\n## LeP blended design and implementation\n# Abstract\n## Research purpose and method\n## Key findings and implications","[{\"question\":\"What is the Lecturer e-Training Program (LeP) designed to support?\",\"answer\":\"LeP is designed to support lecturers in preparing for a shift toward student-centred teaching.\"},{\"question\":\"How was LeP delivered in the study?\",\"answer\":\"LeP used a blended mode: an online self-paced module, followed by interactive online discussion, and ending with face-to-face action learning.\"},{\"question\":\"What stages of LeP were found to contribute most to lecturer preparation?\",\"answer\":\"The study found the strongest contributions were in Stage 2 (Online Discussion) and Stage 3 (Face-to-Face Action Learning).\"},{\"question\":\"How was data collected, and what sample sizes were used?\",\"answer\":\"Questionnaires were distributed to all 36 lecturers, and 16 lecturers were randomly selected for one-to-one structured interviews.\"}]","Lecturer e-Training Program to Support University Teaching - Abstract | PDF",1792086234,48]