Faculty Experience of Online Teaching

Faculty Experience of Online Teaching

Julia Khanova (University of North Carolina – Chapel Hill, USA)
DOI: 10.4018/978-1-4666-3688-0.ch003
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Online education is growing rapidly and outpacing research efforts in this area. Online teaching in particular has received little research attention. Grounded in existing literature and empirical research, this chapter aims to describe the key dimensions of the faculty experience of preparing and teaching online courses. The differences between online and traditional teaching are highlighted, emphasizing time/effort cost, technology and support needs, as well as the relationship between online teaching technology and pedagogy. The shift in faculty role is discussed. Special attention is given to using various Web resources for online teaching and the impact of this trend on library services. Real-life examples and direct quotes from faculty who teach online are used to illustrate each of the themes and suggest directions for future research.
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Online education has been the subject of extensive cross-disciplinary research efforts for nearly two decades.1 Over this time, with online education becoming increasingly commonplace, the research agenda has gradually shifted from proving that online education is a viable option, to examining its different dimensions. As mentioned in the introduction, most research efforts in this field concentrate on the students’ experience. Even researchers who examine specific instructional strategies and instructor behaviors (Blingaut & Trollip, 2003; Brinkerhoff & Koroghlanian, 2007) present their findings from the students’ perspective. The paucity of research on online teaching specifically can be attributed to its relative novelty and the lack of a suitable theoretical framework or model for studying online teaching (Tallent-Runnels et al., 2006). Four main themes emerge from this limited faculty-centered literature in online education:

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