A qualitative study of personal constructs of e-teaching
This research explores faculty experiences teaching online courses from the NEASC (New England Association of Schools and Colleges) region. Collegiate and university e-faculty are surveyed regarding demographics and their personal experiences using technology as a vehicle to deliver synchronous and/or asynchronous instruction. Faculty delivering internet-based instruction must re-design face to face courses or design courses for electronic instruction (e-teaching) and employ technological tools to create virtual classrooms. Faculty work in distance education courses has included causal conditions of increased student enrollment and student need; constraints of time demands, training support and technological needs; and new teaching and learning strategies. Faculty support and faculty transition from face to face instruction to e-teaching has not occurred as quickly as administrative desire to make educational classes more accessible as well as student demand for e-courses. Also, chief academic officers in a 2009 Sloan survey reported the majority of faculty accepting the value and legitimacy of online education, of which only a minority of faculty value online education. E-teaching experiences by e-faculty warrant further investigation and can reveal insights and discoveries or trends to both chief academic officers and faculty whom do not e-teach. The goal is to learn more about e-teaching through multiple e-faculty perspectives.
Educational technology|Curriculum development|Higher education
Cindy E Connelley,
"A qualitative study of personal constructs of e-teaching"
ETD Collection for Tennessee State University.