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Moving from face-to-face to online classrooms: the reflective university teacher

Wiesenberg, Faye and Stacey, Elizabeth 2006, Moving from face-to-face to online classrooms: the reflective university teacher, in Who's learning? Whose technology? : the 23rd annual conference of the Australasian Society for Computers in Learning in Tertiary Education, 3-6 December 2006, the University of Sydney, Sydney, Australia : proceedings, Sydney University Press, Sydney, N.S.W., pp. 871-879.

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Title Moving from face-to-face to online classrooms: the reflective university teacher
Author(s) Wiesenberg, Faye
Stacey, Elizabeth
Conference name Australasian Society for Computers in Learning in Tertiary Education. Conference (23rd : 2006 : Sydney, N.S.W.)
Conference location Sydney
Conference dates 3 - 6 December 2006
Title of proceedings Who's learning? Whose technology? : the 23rd annual conference of the Australasian Society for Computers in Learning in Tertiary Education, 3-6 December 2006, the University of Sydney, Sydney, Australia : proceedings
Editor(s) Markauskaite, L.
Publication date 2006
Conference series Australasian Society for Computers in Learning in Tertiary Education Conference
Start page 871
End page 879
Publisher Sydney University Press
Place of publication Sydney, N.S.W.
Keyword(s) philosophy of teaching
teaching perspective
theory of practice
cultural differences
face-to-face and online teaching
institutions of higher education
Summary This study explores the similarities, differences and possible interaction between two small groups of Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. The paper compares their perspectives on teaching face-to-face and online at two comparable Canadian and Australian universities, both of which offer instruction in these two modes. Teaching philosophy data were gathered with the ‘Teaching Perspectives Inventory’ developed by Pratt and Collins at the University of British Columbia, which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions and actions in both modalities. The study upon which this paper is based builds upon a well established research partnership of the two authors who have previously explored emerging philosophies of learner centred teaching in distributed classrooms in Canada and Australia.
Notes Reproduced with the specific permission of the copyright owner.
ISBN 9781920898571
1920898573
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2006, Wiesenberg, F. P., Stacey, E.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30009787

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.