Faculty’s Transformative Process from Traditional to Online Instruction
Kari Chiasson, Katherine Terras, Kathy Smart, University of North Dakota, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Based on the growth in online enrollments, many faculty members are asked to develop and teach online courses they had previously taught in a traditional face-to-face classroom. This qualitative study explores the transformative process of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face traditional classroom. The categories that emerged from the data analysis included planning, implementation and reflection. Within the categories, eight themes emerged from the data. The themes addressed technological support received, time commitment, role of faculty member, instructional strategies, adjustment of teaching in an online course, synchronous versus asynchronous instruction, faculty member confidence and control. Three conclusions are drawn about the faculty member’s transformative process to an online course with 1 overarching proposition.
Chiasson, K., Terras, K. & Smart, K. (2013). Faculty’s Transformative Process from Traditional to Online Instruction. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 309-314). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).