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Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses: A Collaborative Autoethnography

Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses: A Collaborative Autoethnography

Nikleia Eteokleous, Rita Panaoura
Copyright: © 2021 |Pages: 24
ISBN13: 9781799877608|ISBN10: 1799877604|ISBN13 Softcover: 9781799877615|EISBN13: 9781799877622
DOI: 10.4018/978-1-7998-7760-8.ch004
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MLA

Eteokleous, Nikleia, and Rita Panaoura. "Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses: A Collaborative Autoethnography." Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, edited by Maria D. Avgerinou and Peggy Pelonis, IGI Global, 2021, pp. 60-83. https://doi.org/10.4018/978-1-7998-7760-8.ch004

APA

Eteokleous, N. & Panaoura, R. (2021). Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses: A Collaborative Autoethnography. In M. Avgerinou & P. Pelonis (Eds.), Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model (pp. 60-83). IGI Global. https://doi.org/10.4018/978-1-7998-7760-8.ch004

Chicago

Eteokleous, Nikleia, and Rita Panaoura. "Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses: A Collaborative Autoethnography." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, edited by Maria D. Avgerinou and Peggy Pelonis, 60-83. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7760-8.ch004

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Abstract

In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”

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