ERIC Number: ED481589
Record Type: RIE
Publication Date: 2001-Jun
A Phenomenonological Study of College Faculty Experiences Derived from Teaching in a Computer-Mediated Environment When There Is an Absence of Physical Presence.
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)
Descriptors: 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
For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001coceicaorunlee.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Adult Education Research Conference (42nd, Lansing, MI, June 1-3, 2001).