THE INFLUENCE OF ONLINE TEACHING ON FACE-TO-FACE TEACHING PRACTICES
DOI:
https://doi.org/10.24059/olj.v13i2.1671Keywords:
Pedagogy, Collaboration, Technology, Accountability, Online, Face-to-faceAbstract
The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members’ pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors’ online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors’ teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area.
References
Boettcher, J. & R. Conrad. Faculty guide for moving teaching and learning to the web. Mission Viejo, CA: League for Innovation in the Community College, 1999.
Kosak, L., D. Manning, E. Dobson, L. Rogerson, S. Cotnam, S. Colaric, et al. Prepared to teach online? Perspectives of faculty in the University of North Carolina system. Online Journal of Distance Learning Administration VII(III): 2004.
Spector, J., & I. de la Teja. Competencies for Online Teaching. Syracuse, NY, 2001.
Berge, Z. L. Facilitating computer conferencing: Recommendations from the field. Educational Technology 35(1): 22–30, 1995.
Cho, K. & Z. L. Berge. Overcoming barriers to distance training and education [Electronic Version]. USDLA Journal, 16, 2002. Retrieved December 9, 2004 from http://www.usdla.org/html/journal/JAN02_Issue/article01.html.
Fetzner, M. Institutional support for online faculty: Expanding the model. In J. Bourne and J. C. Moore (Eds.), Elements of quality in online education: Practice and direction, Vol. 4, pp. 229–243. Needham, MA: Sloan-C, 2003.
McDonald, J. Is "as good as face-to-face" as good as it gets? Journal of Asynchronous Learning Networks 6(2): 10–23, 2002.
McKenzie, B. K., N. Mims, E. Bennett, & M. Waugh. Needs, concerns and practices of online instructors. Online Journal of Distance Learning Administration 3(3): 2000.
O'Quinn, L. & M. Corry. Factors that deter faculty from participating in distance education. Online Journal of Distance Learning Administration 5(4): 2002.
Jeris, L. & A. Poppie. Screen to screen: A study of designer/instructor belief and actions leading to student outcomes in internet-based courses. Paper presented at the 43rd Adult Education Research Conference (AERC), Raleigh, NC, 2002.
Smith, G. G., D. Ferguson & M. Caris. Teaching over the Web versus in the classroom: differences in the instructor experience. International Journal of Instructional Media 29(1): 61–67, 2002.
Suter, M. College faculty's transition to online teaching: from classroom space to virtual space. Unpublished doctoral dissertation. Capella University, 2001.
Guidera, S. College teaching in the virtual classroom: Faculty perceptions of the effectiveness of online instruction. Unpublished doctoral dissertation. Bowling Green State University, 2000.
Muilenburg, L. Y. & Z. L. Berge. Barriers to distance education: A factor-analytic study. The American Journal of Distance Education 15(2): 7–24, 2001.
Stake, R. E. The art of case study research. Thousand Oaks, CA: Sage Publications, 1995.
Cree, V. E. & C. Macaulay. (Eds.). Transfer of learning in professional and vocational education. London: Routledge, 2000.
Schunk, D. Learning theories: An educational perspective (4th Ed.). Upper Saddle River, NJ: Pearson Education, Inc, 2004.
Merriam, S. B. Qualitative research and case study application in education. San Francisco, CA: Jossey-Bass Publishers, 1998.
Miles, M. B. & A. M. Huberman. Qualitative data analysis : an expanded sourcebook (2nd Ed.). Thousand Oaks, Calif.: Sage, 1994.
Stake, R. E. Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research, 2nd ed., 435–454. Thousand Oaks, CA: Sage Publications, 2000.
Schoenfeld-Tacher, R. & K. A. Persichitte. Differential skills and competencies required of faculty teaching distance education courses. International Journal of Educational Technology 2(1), 2000.
Alessi, S. M. & S. R. Trollip, S. R. Computer-based instruction: Methods and development. Englewood Cliffs, NJ: Prentice-Hall, 1985.
Lincoln, Y. & E. Guba. Naturalistic inquiry. New York: Sage, 1985.
Yin, R. K. Case study research design and methods (3rd Ed.). Thousand Oaks, CA: Sage Publications, 2003.
Salomon, G. & D. N. Perkins. Rocky roads to transfer: Rethinking mechanisms of neglected phenomenon. Educational Psychologist 24(2): 113–142, 1989.
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
