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Becoming an Online Teacher: An Analysis of Prospective Online Instructors’ Reflections
article

, , , Boise State University, United States

Journal of Interactive Learning Research Volume 29, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Effective online teaching requires instructors to develop knowledge and new skills conducive to creating meaningful and successful learning experiences for online students This exploratory case study examined 34 prospective online instructors’ reflections on their development of online teaching expertise at the end of a graduate course We analyzed participants’ written reflections for their developed understanding of online teaching We presented and discussed three major themes: (1) Perceptions of online instructors’ roles; (2) Development of pedagogical and technological knowledge; (3) Shifting from online learners’ perspectives to online teachers’ perspectives These themes represented the major patterns revealed in the prospective online instructors’ reflections, showing the areas of expertise they had developed in the graduate course We also provided implications for programs to develop online instructors and directions for future research

Citation

Ching, Y.H., Hsu, Y.C. & Baldwin, S. (2018). Becoming an Online Teacher: An Analysis of Prospective Online Instructors’ Reflections. Journal of Interactive Learning Research, 29(2), 145-168. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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