Teaching Philosophy: Moving from Face-to-Face to Online Classrooms
CJUCE Volume 34, Number 1, ISSN 0318-9090
This article explores the similarities and differences between Canadian and Australian university teachers' face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the "Teaching Perspectives Inventory," which assessed participants' teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors' conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms. (Contains 2 tables.)
Wiesenberg, F.P. & Stacey, E. (2008). Teaching Philosophy: Moving from Face-to-Face to Online Classrooms. Canadian Journal of University Continuing Education, 34(1), 63-79.
Cited ByView References & Citations Map
Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching
Evrim Baran, Ana-Paula Correia & Ann Thompson, Iowa State University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2853–2860
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