東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Faculty and the adoption of online i...

Murdoch, Donna.

FindBook

Google Book

Amazon

博客來

Faculty and the adoption of online instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty and the adoption of online instruction./
作者:	Murdoch, Donna.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704508
ISBN:	9781321769388

Faculty and the adoption of online instruction.
Murdoch, Donna.

Faculty and the adoption of online instruction. - 200 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This qualitative case study was designed to explore with faculty in higher education their perceptions of their experience learning to incorporate online instruction into their practice. Faculty members in the study taught at least one course fully online and at least two courses per semester. All participants in the study taught face to face in a higher education environment prior to teaching online. Their experience in face-to-face classrooms prior to incorporation of online instruction ranged from 4 to 44 years.

ISBN: 9781321769388Subjects--Topical Terms:

516579
Education.

Faculty and the adoption of online instruction.
LDR:03655nmm a2200349 4500 001 2074023
005 20160927021509.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321769388
035 $a (MiAaPQ)AAI3704508
035 $a AAI3704508
040 $a MiAaPQ $c MiAaPQ
100 1 $a Murdoch, Donna. $3 3189322
245 1 0 $a Faculty and the adoption of online instruction.
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Advisers: Marie Volpe; Lyle Yorks.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a This qualitative case study was designed to explore with faculty in higher education their perceptions of their experience learning to incorporate online instruction into their practice. Faculty members in the study taught at least one course fully online and at least two courses per semester. All participants in the study taught face to face in a higher education environment prior to teaching online. Their experience in face-to-face classrooms prior to incorporation of online instruction ranged from 4 to 44 years.
520 $a The study was based on the following assumptions: a) not all faculty are willing to adapt their practice; b) some faculty have traditionally been subject matter experts and do not like external changes imposed on their practice; c) faculty are not provided with sufficient professional development supporting new pedagogical modalities; d) faculty will candidly share their experiences; and e) the institution to which faculty belong supports and encourages faculty to embrace and adopt online instruction.
520 $a The source of data for this study was interviews with 20 faculty members who had incorporated online instruction into their practice within the past 10 years.
520 $a While this study set out to examine how participants perceived their experiences as they incorporated online instruction into their practice, a key finding revealed that they learned primarily through informal means such as learning from experience, seeking help from peers, and reflection on experience. The findings identified that the majority of faculty members who taught online: a) perceived loss of control over their instructional practice; b) described the time required to deliver an online course to be significantly greater than the time requirements of a face-to-face course; and c) learned to teach online primarily in informal ways by doing and seeking help from peers.
520 $a The principal recommendations resulting from this study for faculty who begin to incorporate online instruction into their practice are to make informal learning a priority, build a rich personal learning network of colleagues and peers, and be careful not to underestimate the time that will be required to develop and sustain online courses.
520 $a The principal recommendations for administrators in institutions of higher education who support faculty who teach online are to provide asynchronous interaction strategies that foster social and emotional presence in the online classroom, structure faculty development to go beyond emphasis on technology to include general background in pedagogy and learning theories, and encourage professional networks among faculty members to create informal learning opportunities.
590 $a School code: 0055.
650 4 $a Education. $3 516579
650 4 $a Adult education. $3 543202
650 4 $a Information technology. $3 532993
690 $a 0515
690 $a 0516
690 $a 0489
710 2 $a Teachers College, Columbia University. $b Organization and Leadership. $3 2049780
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704508