It's Complicated: Instructors' Perception of Their Teaching Roles Online

Autor/inn/en	Sharen, Colleen M.; Kirk, Heather
Titel	It's Complicated: Instructors' Perception of Their Teaching Roles Online
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 17 (2023) 1, Artikel 9 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; College Faculty; Teacher Role; Teacher Attitudes; Foreign Countries; Interpersonal Relationship; Barriers; Difficulty Level; Cognitive Processes; Independent Study; Self Management; Student Role; Canada (London) + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Fakultät; Lehrerrolle; Lehrerverhalten; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Selbststudium; Selbstmanagement
Abstract	As a result of the COVID-19 pandemic, many institutions had shifted to primarily online teaching during the 2020- 21 academic year. This case study at Brescia University College (London, Canada) investigates the experiences of faculty members who, for the most part, had never taught online prior to March 2020. It explores faculty members' conceptualization of their instructional role when teaching online. Instructors described the role of online teacher as creator and deliverer of content, curriculum designer, assessor, and facilitator of community. The findings confirm Community of Inquiry teaching and social presences but did not find mention of cognitive presence. We also found support for instructor and learner presence. Our findings suggest that the Community of Inquiry framework evolves over time from the pre-active to interactive to post-active phases of teaching. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01