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ERIC Number: ED549443
Record Type: Non-Journal
Publication Date: 2012
Pages: 196
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-7529-5
Distinguishing Online and Face-to-Face Learning: Acquisition, Learning, and Online Pedagogy
Grant, Abigail A.
ProQuest LLC, Ph.D. Dissertation, Indiana University of Pennsylvania
This dissertation examines the type of training currently available to potential online instructors in order to generate a graduate-level degree program design effectively offering online pedagogy. Current online teacher training is largely based on acquisition of technological skills, such as mastering the operational components of a platform (Blackboard, Moodle, D2L), however, current scholars are now demonstrating that platform-only training is insufficient and does not provide online instructors with a metacognitive understanding of pedagogy unique to online classrooms. Using Krashen and Gee's definitions of acquisition and learning, this dissertation identifies online teacher training as a movement of New Literacy Studies. The results from analyzing multiple data sources demonstrate that a balance of technological acquisition and pedagogical learning provides an appropriate framework for creation of a graduate-level program in online pedagogy. This research also demonstrates that online pedagogy is a unique field of study and cannot rely on definitions, behaviors, or training designed for face-to-face instructors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A