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Sharing Insights: Teachers’ Problems and Accomplishments in their Online Day-to-Day Teaching

Sharing Insights: Teachers’ Problems and Accomplishments in their Online Day-to-Day Teaching

Carmen Pérez-Fragoso
Copyright: © 2012 |Pages: 19
ISBN13: 9781466616554|ISBN10: 1466616555|EISBN13: 9781466616561
DOI: 10.4018/978-1-4666-1655-4.ch016
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MLA

Pérez-Fragoso, Carmen. "Sharing Insights: Teachers’ Problems and Accomplishments in their Online Day-to-Day Teaching." Cases on Technologies for Educational Leadership and Administration in Higher Education, edited by Rocci Luppicini, IGI Global, 2012, pp. 340-358. https://doi.org/10.4018/978-1-4666-1655-4.ch016

APA

Pérez-Fragoso, C. (2012). Sharing Insights: Teachers’ Problems and Accomplishments in their Online Day-to-Day Teaching. In R. Luppicini (Ed.), Cases on Technologies for Educational Leadership and Administration in Higher Education (pp. 340-358). IGI Global. https://doi.org/10.4018/978-1-4666-1655-4.ch016

Chicago

Pérez-Fragoso, Carmen. "Sharing Insights: Teachers’ Problems and Accomplishments in their Online Day-to-Day Teaching." In Cases on Technologies for Educational Leadership and Administration in Higher Education, edited by Rocci Luppicini, 340-358. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-1655-4.ch016

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Abstract

The case presents an analysis of the postings of a group of online teachers from a Mexican public university as they confront the challenges and rewards of their day-to-day teaching activities. They commented on their problems and accomplishments in a discussion forum during one semester. The problems included academic-administrative issues, difficulties of students in the appropriation of the platforms and the self-regulation of their learning, time management, negotiation and penalization of tasks delayed, and other pedagogical concerns to the lack of institutional support. The findings suggest that the problems that online teachers face share specific characteristics and, according to the teachers, are mostly due to the pedagogical relationship being technologically mediated. Through the analysis, the author hopes to illustrate the complex technological, organizational, and cultural issues that accompany online teaching and learning, and how the institution and the individual teachers dealt with them.

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