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A Case Study Examining How Online Andragogy Has Reshaped Expectations for Face-to-Face Instruction
Abstract
This chapter explores a major theme emerging from a larger case study of higher education faculty's technology life histories. Specifically, key cases, late career faculty drawn from varied fields of academic inquiry, were queried about their changing role with technology across time and place. Using a process of interviews and content analysis, major themes were identified. One major theme, using online andragogy to inform face-to-face (F2F) teaching methods and strategies, emerged across the cases and is presented here using the results from one exemplar. Results provide a sense of how online pedagogies have reshaped expectations about teaching and are being used to inform effective F2F instruction, including specific examples of learner-centered instructional practices. Results reported in this chapter present a fuller picture of the context of changing expectations across time and place within which many faculty find themselves. Implications and limitations of the research approach are explored in the chapter as well.
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