Feedback Please: Studying Self in the Online ClassroomReport as inadecuate




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Online Submission, International Journal of Instruction v4 n1 p3-15 Jan 2011

This paper portrays a year-long self-study of three teacher educators who examined the extent to which online teaching is fundamentally different from teaching face-to-face. Using multiple data sources, including meeting notes, journals, syllabi, course materials, student work, and student evaluations, the authors found that student-to-instructor feedback in online courses presents unique challenges to teaching, particularly as related to instructor ego and desire of confirmation of efficacy. With some success, the authors employed new methods to address those challenges and improve their online teaching.

Descriptors: Higher Education, Teacher Educators, Online Courses, Conventional Instruction, Self Contained Classrooms, Proximity, Comparative Analysis, Teacher Attitudes, Feedback (Response), Student Evaluation of Teacher Performance, College Faculty, Self Concept, Teaching Methods





Author: Anderson, Derek; Imdieke, Sandra; Standerford, N. Suzanne

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3903&id=ED522939







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