Learning to Teach Online: Negotiating Issues of Platform, Pedagogy, and Professional Development

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Author(s): Christina M. Tschida (East Carolina University, USA), Elizabeth M. Hodge (East Carolina University, USA)and Steven W. Schmidt (East Carolina University, USA)
Copyright: 2016
Pages: 21
Source title: Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-9577-1.ch029

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

The rapid expansion of distance education in higher education has left a high demand for faculty willing to design and teach online courses, often with little or no training. The path from face-to-face to online courses is not an easy one and can be filled with frustration and doubt for many faculty. Professional development often focuses on technology tools rather than pedagogical issues of online learning or course content. This chapter focuses on research that examines the experience of several faculty from the college of education at a state university in the Southeast United States, as they learned to teach online. It presents their negotiations of issues of online platform and pedagogy and their efforts to find professional development to meet their needs. The implications for institutions of higher learning are important as distance education continues to increase and more and more faculty are asked (or told) to transfer their courses online.

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Learning to Teach Online: Negotiating Issues of Platform, Pedagogy, and Professional Development

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