Faculty Perceptions of Moving a Face-to-Face Course to Online Instruction

Y

10

Online Courses; Electronic Learning; Educational Change; Teacher Attitudes; Qualitative Research; Data Analysis; Lesson Plans; Curriculum Implementation; Reflection; Technical Support; Time Perspective; Teacher Role; Synchronous Communication; Asynchronous Communication; Self Efficacy; Self Control; Phenomenology; Interviews; Instructional Design; Instructional Innovation; Teaching Methods; Delivery Systems; College Faculty; Teaching Experience

1544-0389

This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed technological support received during online course development, time commitment of faculty, role of faculty member, instructional strategies used within the online course, adjustment of teaching in an online course, synchronous versus asynchronous instruction, faculty member confidence, and control. We drew three conclusions from faculty members' experiences and perceptions. [Issue number (n4) displayed on the PDF is incorrect.]

As Provided

24

2015

EJ1067275