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Online Teaching: Taking Advantage of Complexity to See What We Did Not Notice Before

Online Teaching: Taking Advantage of Complexity to See What We Did Not Notice Before

Anne Carr, Patricia Ortega-Chasi, Monica Martinez-Sojos
Copyright: © 2021 |Pages: 26
ISBN13: 9781799869221|ISBN10: 1799869229|ISBN13 Softcover: 9781799869238|EISBN13: 9781799869245
DOI: 10.4018/978-1-7998-6922-1.ch007
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MLA

Carr, Anne, et al. "Online Teaching: Taking Advantage of Complexity to See What We Did Not Notice Before." Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, edited by Alina Slapac, et al., IGI Global, 2021, pp. 144-169. https://doi.org/10.4018/978-1-7998-6922-1.ch007

APA

Carr, A., Ortega-Chasi, P., & Martinez-Sojos, M. (2021). Online Teaching: Taking Advantage of Complexity to See What We Did Not Notice Before. In A. Slapac, P. Balcerzak, & K. O'Brien (Eds.), Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research (pp. 144-169). IGI Global. https://doi.org/10.4018/978-1-7998-6922-1.ch007

Chicago

Carr, Anne, Patricia Ortega-Chasi, and Monica Martinez-Sojos. "Online Teaching: Taking Advantage of Complexity to See What We Did Not Notice Before." In Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, edited by Alina Slapac, Phyllis Balcerzak, and Kathryn O'Brien, 144-169. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6922-1.ch007

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Abstract

The purpose of this participatory action research study was to investigate if teaching in virtual spaces could offer the opportunity to exercise reflexivity and transform pedagogy by including new roles, modes of interaction, and authentic practice to increase connectivity with students. The study was conducted with a small convenience group of university teachers in a private university in the south of Ecuador. Data was triangulated through individual and group interviews, a specifically designed blog, and participation in three learning-teaching modules. Certain dialogic characteristics in the data demonstrate epistemological and pedagogical transformations. Short-term results show that the complexity of teaching in virtual spaces indicates more research is necessary on the role of professional development that focuses on both pedagogy, effective communication, and technical abilities with discipline content.

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