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

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conference contribution
posted on 2006-01-01, 00:00 authored by F Wiesenberg, Elizabeth Stacey
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.

History

Event

Australasian Society for Computers in Learning in Tertiary Education. Conference (23rd : 2006 : Sydney, N.S.W.)

Pagination

871 - 879

Publisher

Sydney University Press

Location

Sydney

Place of publication

Sydney, N.S.W.

Start date

2006-12-03

End date

2006-12-06

ISBN-13

9781920898571

ISBN-10

1920898573

Language

eng

Notes

Reproduced with the specific permission of the copyright owner.

Publication classification

E1 Full written paper - refereed

Copyright notice

2006, Wiesenberg, F. P., Stacey, E.

Editor/Contributor(s)

L Markauskaite

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

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