Teaching philosophy : moving from face-to-face to online classrooms

Wiesenberg, Faye P. and Stacey, Elizabeth 2008, Teaching philosophy : moving from face-to-face to online classrooms, Canadian journal of university continuing education, vol. 34, no. 1, Spring, pp. 63-79.

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Title Teaching philosophy : moving from face-to-face to online classrooms
Author(s) Wiesenberg, Faye P.
Stacey, Elizabeth
Journal name Canadian journal of university continuing education
Volume number 34
Issue number 1
Season Spring
Start page 63
End page 79
Publisher Elizabeth Clarke & Associates
Place of publication [Ontario?], Canada
Publication date 2008
ISSN 0318-9090
Summary This article explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the “Teaching Perspectives Inventory,” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors’ conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms.
Language eng
Field of Research 130103 Higher Education
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2008
Persistent URL http://hdl.handle.net/10536/DRO/DU:30017595

Document type: Journal Article
Collections: School of Education
Higher Education Research Group
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