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The Rhetoric of Fear: Voices and Stories Told of Faculty Who Engage in Online Teaching
Abstract
Amongst the glamour and allure to teach online, the literature indicates faculty often see and experience teaching online as daunting, painful, and time consuming. While, many studies seek to detail faculty experiences with course and program design, few studies seek to understand the faculty emotional reaction and their response to online course development and online course teaching. Using phenomenology this preliminary research study sought to explore and document faculty involvement in online teaching using theories of experience, postulated by Dewey (1938) and the Unified Theory of Acceptance and Use of Technology, by Venkatesh, Morris, Davis, and Davis (2003) to analyze and give voice to the emotional experience and reaction of faculty who are involved in online teaching.
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