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ERIC Number: ED564958
Record Type: Non-Journal
Publication Date: 2013
Pages: 237
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-6428-1
Transitioning to Online Teaching: An Inquiry into Qualities, Skills, and Support Structures of Online Instructors
Moskowitz, Steven Charles
ProQuest LLC, Ed.D. Dissertation, Manhattanville College
Online education has grown dramatically over the past decade in both higher education and the K-12 environment in the United States. As this growth continues, the need for qualified online instructors has increased. Several questions arise about what educators are best suited to teach in this environment. What are the skills, qualities, and characteristics of online instructors? How are instructors prepared to teach in this environment? Do teachers need to teach differently in an online environment? Finally, what forms of support from the offering institution are needed? This qualitative study addressed the needs of teachers who are gravitating into online instruction and determined if there are common factors that successful online teachers share. Educators from different K-20 online environments were interviewed and data was analyzed to determine if there are trends, characteristics, and attributes that made some instructors more successful than others when teaching online. It also explored what obstacles online instructors need to overcome to become comfortable in this environment. The data that emerged from the study provided this researcher with a basis for answering four research questions as follows: 1. How do brick-and-mortar teachers transition to an online environment? 2. What skills are needed to teach effectively online? 3. What qualities does a teacher need to possess in order to become an effective online educator? 4. What professional development and institutional support structures are needed for teachers to transition into online teaching? Seven emerging themes and sub themes were identified, including necessary skill sets, professional development, institutional commitment, building rapport, qualities needed, organizational management, personal experiences, and transitioning challenges. Several conclusions were made from the data, including how important it is for online instructors to have a solid foundation in content and pedagogy, the need for ongoing instructor staff development, and the importance of a strong commitment and connection to the program by the offering institution. Other recommendations included establishing an online instructor profile, determining the needs of educators transitioning into inline instruction, and professional development needs. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A