You are here:

Lessons from Online Faculty: Addressing Issues of Platform, Pedagogy, and Professional Development
PROCEEDINGS

, East Carolina University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The rapid expansion of distance education has created a high demand for faculty willing to design and teach online courses. Professional development often focuses on tools rather than pedagogical issues making the transition from face-to-face to online teaching complex. Further complicating this is the re-authorization of the Elementary and Secondary Education Act focused on a shared responsibility to deliver a world-class education. This effort requires teacher preparation programs to provide our nation’s teachers with skills needed to reform our schools to promote progress and growth. This study examines the experience of faculty from the college of education at a southeastern state university as they learned to teach online. The implication for institutions of higher learning are important, but even more critical is the potential gap in teacher education preparation if faculty are not properly trained and supported to provide quality online courses.

Citation

Tschida, C. (2014). Lessons from Online Faculty: Addressing Issues of Platform, Pedagogy, and Professional Development. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 820-827). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References