From face-to-face teaching to online teaching: Pedagogical transitions
Petrea Redmond, University of Southern Queensland, Australia
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education
This paper will share the experiences of two instructors as they moved from teaching in a face-to-face environment to blended teaching and then to online teaching. It will describe the four-year journey and shed light on the issues, perspectives and practices a s the instructors reflected on the changes to their pedagogical practice and the resulting online student engagement. Data included three 1-hour interviews and an analysis of online discussion postings. The instructors reflected on their values, beliefs and assumptions about teaching and learning. As higher education has embraced online education as a way to reduce costs, increase flexibility, and enhance access to students it is important to gain an understanding of the perceptions of instructors moving into online teaching. This study found a change in the beliefs and teaching presence of the instructors from their initial resistance to online teaching to an approach which is mindful of the student experience and promotes a dialogical approach to online learning.
Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 1050-1060). Australasian Society for Computers in Learning in Tertiary Education.