Faculty Perceptions of Moving a Face-to-Face Course to Online Instruction

This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes em...

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Bibliographic Details
Published in:Journal of college teaching and learning 2015, Vol.12 (3), p.231
Main Authors: Chiasson, Kari, Terras, Katherine, Smart, Kathy
Format: Article
Language:English
Subjects:
Asynchronous Communication
College Faculty
Curriculum Implementation
Data Analysis
Delivery Systems
Educational Change
Electronic Learning
Instructional Design
Instructional Innovation
Interviews
Lesson Plans
Online Courses
Phenomenology
Qualitative Research
Reflection
Self Control
Self Efficacy
Synchronous Communication
Teacher Attitudes
Teacher Role
Teaching Experience
Teaching Methods
Technical Support
Time Perspective
United States (Midwest)
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Summary:This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed technological support received during online course development, time commitment of faculty, role of faculty member, instructional strategies used within the online course, adjustment of teaching in an online course, synchronous versus asynchronous instruction, faculty member confidence, and control. We drew three conclusions from faculty members' experiences and perceptions. [Issue number (n4) displayed on the PDF is incorrect.]
ISSN:1544-0389