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ERIC Number: EJ1071487
Record Type: Journal
Publication Date: 2015
Pages: 35
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-1052-4800
Online Teaching as a Catalyst for Re-Examining Pedagogical Assumptions
Russell, Alicia
Journal on Excellence in College Teaching, v26 n3 p57-91 2015
Russell Tufts University This study examines the potential of designing and teaching online courses to prompt university faculty members to reflect on the essence of good teaching, and as a result reconsider their beliefs concerning effective pedagogy. A phenomenological investigation was conducted based on interviews with six long-time university faculty members concerning their experiences designing and teaching online courses, with emphasis on how their views of good teaching may have changed during that process (Russell, 2011). The study highlighted catalysts that helped induce faculty members to re-examine their pedagogical assumptions as they planned and taught online courses and reflected on the experience.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A