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ERIC Number: EJ1136289
Record Type: Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Paradoxes of Online Teaching
Bair, David E.; Bair, Mary A.
International Journal for the Scholarship of Teaching and Learning, v5 n2 Article 10 Jul 2011
While much attention is paid to students' experiences in online courses, there is sparse information regarding the experiences of faculty who teach online. Two university instructors address this gap in the literature and present an analysis of their experiences teaching graduate and undergraduate teacher-education classes at a university in the Midwestern United States. In this collaborative self-study, the authors analyze data consisting of their reflections and discussions, anonymous student surveys, anonymous course evaluations, and online observations by other faculty. They argue that online instruction poses several paradoxes. These paradoxical experiences illuminate the need for additional research about faculty experiences with online teaching. Based on their experiences and research, the authors recommend faculty development in online pedagogy.
Descriptors: Online Courses, Educational Technology, Technology Uses in Education, College Faculty, Teacher Education Programs, Student Surveys, Course Evaluation, Teaching Experience, Interpersonal Relationship, Self Evaluation (Individuals), Reflection, Journal Writing, Student Attitudes
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: firstname.lastname@example.org; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A