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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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| Published in: | Journal of college teaching and learning 2015, Vol.12 (3), p.231 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| container_issue | 3 |
| container_start_page | 231 |
| container_title | Journal of college teaching and learning |
| container_volume | 12 |
| creator | Chiasson, Kari Terras, Katherine Smart, Kathy |
| description | 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.] |
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| identifier | ISSN: 1544-0389 |
| ispartof | Journal of college teaching and learning, 2015, Vol.12 (3), p.231 |
| issn | 1544-0389 |
| language | eng |
| recordid | cdi_eric_primary_EJ1067275 |
| source | Social Science Premium Collection; ABI/INFORM Global; Education Collection |
| 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) |
| title | Faculty Perceptions of Moving a Face-to-Face Course to Online Instruction |
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