More than Changing Classrooms: Professors' Transitions to Synchronous E-Teaching

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Author(s): Lorayne Robertson (University of Ontario Institute of Technology, Canada)and Wendy Hardman (University of Ontario Institute of Technology, Canada)
Copyright: 2014
Pages: 20
Source title: Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-5780-9.ch073

Keywords: Adult Learning / Education / Higher Education / Information Science Reference

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Abstract

The transition from the lecture hall to the online teaching environment requires more than a change of venue – it requires role changes as well as a shift in focus from delivering content toward designing a learning environment where students can build skills for learning and collaboration. The research described in this chapter employs a case-study method to capture the perceptions of a small cohort of university professors participating in a synchronous e-training program to prepare them for synchronous e-teaching. Participating professors possessed a range of diverse prior experiences with teaching and e-teaching, creating unique training challenges. Data include the video-recorded training sessions as well as focus group and individual interviews held one year post-training. The findings indicate that, although the intended training focus was not the primary outcome realized, this study provides some insights into planning and delivering e-training for similar transitions to synchronous online teaching for tertiary instructors.

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More than Changing Classrooms: Professors' Transitions to Synchronous E-Teaching

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