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What is Traditional Teaching Role

Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs
Faculty generally have been in charge of interacting with a student to assist, promote, and complete a demonstration of student learning ( Wong & Wong, 2005 ). This included an active role in teaching the class itself, developing and revising lectures, revising content, preparing for lectures and labs, developing or finding class materials, grading materials, and accessing student learning ( Faculty Senate, 2005 ; Macfarlane, 2011 ).
Published in Chapter:
Ready-to-Teach Online Courses: Understanding Faculty Roles and Attitudes
Pamela K. Quinn (Dallas County Community College District, USA), Diane Mason (Lamar University, USA), and Kaye Shelton (Lamar University, USA)
DOI: 10.4018/978-1-5225-0877-9.ch012
The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.
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