A Case Study Examining How Online Andragogy Has Reshaped Expectations for Face-to-Face Instruction

A Case Study Examining How Online Andragogy Has Reshaped Expectations for Face-to-Face Instruction

Beverly B. Ray (Idaho State University, USA)
Copyright: © 2019 |Pages: 18
DOI: 10.4018/978-1-5225-7438-5.ch002

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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Closing The Circle: A Review Of The Pertinent Literature

Despite its usefulness for understanding, studies exploring higher education faculty members’ perspectives regarding how online teaching can inform F2F teaching methodologies are few (Brown, 2017), but important to consider. However, research suggests that effective online teaching can support the following: discovery, inquiry, and problem based learning, application of knowledge via practice or other application activities, peer and collaborative learning, including small and whole group discussion, visual learning (Ascough, 2002; Cooper, 2000; Deubel, 2003), but only when that learning is facilitated by an effective online instructor (Wu & Hiltz, 2004) who has mastered the technology and understands how meaningful learning occurs (Tam, 2000). As early as 2002, Ronteltap and Eureling reported on the potential for positive learning outcomes in online courses where problem based, deep thinking, and collaborative discussion strategies were used.

Key Terms in this Chapter

Constructivist Learning: A method or philosophy of learning that emphases meaningful and engaged learning.

Face-to-Face (F2F) Teaching: Another term for traditional, none online, instruction using traditional methods of instruction, such as lecture and/or the Socratic method.

Andragogy: Methods and practices involved in understanding how adults learn.

Technology Integration: Philosophy and practice of using varied technologies to support active, engaged learning.

Life Histories: Qualitative research methodology that seeks to review and reflect on how an individual’s experience with a phenomenon evolves across place and time.

Online Andragogy: Methods of online teaching and learning for adult learners that reflect research on how adult learners learn best in online and blended settings.

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