A Phenomenonological Study of College Faculty Experiences Derived from Teaching in a Computer-Mediated Environment When There Is an Absence of Physical Presence.

Autor/in	Conciecao-Runlee, Simone
Titel	A Phenomenonological Study of College Faculty Experiences Derived from Teaching in a Computer-Mediated Environment When There Is an Absence of Physical Presence.
Quelle	(2001), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Education; College Faculty; Computer Mediated Communication; Distance Education; Higher Education; Instruction; Interviews; Job Satisfaction; Online Courses; Online Systems; Phenomenology; Teacher Attitudes; Teacher Developed Materials; Teacher Student Relationship; Teaching Load; Working Hours + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fakultät; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching process; Unterrichtsprozess; Interviewing; Interviewtechnik; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Online course; Online-Kurs; Online; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrdeputat; Hours of work; Arbeitszeit
Abstract	A study investigated how college faculty perceive and describe their online teaching experiences in a computer-mediated environment fully absent of the physical presence. Participants were selected using a purposeful sampling of 10 college faculty. Data were collected using semi-structured open-ended interviews conducted at the participants' site of preference with followup interviews via e-mail. Findings suggested that teaching online is work intensive and rewarding for college faculty. It was work intensive because of the length of engagement before and during instruction and because of the depth of engagement during course delivery. However, faculty stated it was rewarding when the instructor experiences satisfaction throughout the process of design and delivery of instruction. They indicated they learned a lot from the learners. (Contains 19 references.) (YLB)
Anmerkungen	For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001coceicaorunlee.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01