Benefits of Online Teaching for Onground Teaching at a Historically Black Colleges and Universities

Authors

  • D'Nita Andrews Graham Norfolk State University

DOI:

https://doi.org/10.24059/olj.v23i1.1435

Keywords:

online, face-to-face, HBCU, teaching experience, higher education, phenomenology

Abstract

Technology and distance education are on the rise in community colleges, 4-year institutions, Ivy League colleges, research institutions, and technical colleges. One of the most significant phenomenon occurring in Historically Black Colleges and Universities (HBCU) today is distance education. Academic leaders can better implement professional development plans to promote online programs if they understand faculty perceptions about teaching online. This phenomenological research paper presents the results of 12 lived the experience of higher education faculty members at a HBCU who transitioned from a face-to-face teaching modality to a distance education instructional delivery and subsequently returned to the face-to-face classroom.

Author Biography

D'Nita Andrews Graham, Norfolk State University

Dr. D'Nita Andrews Graham is a torch bearer for several courses that she manages. She started an eternal flame in becoming the first at Norfolk State University to receive the Learning Resources Network (LERN) Certified Online Instructor (COI) designation and the Quality Matters (QM) Seal of Approval for one of her courses. She is the recipient of the award for Innovative Excellence in Teaching, Learning and Technology. She was a finalist for the Ernest L. Boyer International Award for Excellence in Teaching, Learning and Technology. She is the recipient of the Computer Science Teacher of the Year. She is the recipient of the College of Science, Engineering and Technology Teacher of the Year. Her track record is proven to be a premium shareholder in the area of teaching, learning and technology in such a way as to have other instructors and their students experience successes as well.

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Published

2019-03-01

Issue

Vol. 23 No. 1 (2019)

Section

Faculty, Professional Development, and Online Teaching

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