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Teaching Online: The Changing Nature of Faculty
PROCEEDINGS

, University of Georgia, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Faculty members teaching online face several changes to the traditional teaching model and instructional strategy (Pallof & Pratt, 1999). Several questions arise related to this transition. The purpose of this study is to investigate some of the changes. This research was guided by the following questions: 1) What motivates a faculty member to teach an online course? 2) How do the faculty members' pedagogical approaches change when teaching an online course? 3) What do faculty members think makes for a successful online course? and 4) What type of instructional support do faculty members perceive is needed for a successful online course? Participants included three faculty members who had previously taught an online course. Data were collected using qualitative methods and inductive analysis was used to analyze the data. Results of the study indicate three overarching themes: challenges of online learning, opportunities offered by online learning, and needs of a successful program.

Citation

Singleton, E. (2004). Teaching Online: The Changing Nature of Faculty. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 951-956). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 11, 2019 from .

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Cited By

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  • E-Learning: What Works, What Doesn't, What Now?

    Peter Serdyukov & Robyn Hill, National University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 1248–1253

  • Pros and Cons of E-Learning for Faculties: acase from Tunisia

    Michel Plaisent, University of Quebec in Montreal, Canada; Najeh Chaker, Faculté des Sciences Juridiques, Economiques et de Gestion de Jendouba, Tunisia; Prosper Bernard, University of Quebec in Montreal, Canada; Pascal Pecquet, Université de Montpellier, France; Hassiuna Fedhila, Faculté des Sciences Juridiques, Economiques et de Gestion de Jendouba, Tunisia

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 2439–2444

  • Building Relationships: A Model for Faculty Online Professional Development Communities

    Robyn Hill & Peter Serdyukov, National University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 744–748

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