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Teaching in an online Community of Inquiry: Faculty role adjustment in the new higher education
KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. Athabasca University, Canada.ORCID-id: 0000-0002-9486-2554
2012 (engelsk)Inngår i: Educational Communities of Inquiry: Theoretical Framework, Research and Practice, IGI Global, 2012, s. 389-400Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Regardless of education delivery mode - face-to-face, online, distance, or some combination through blended learning - teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or faceto-face higher education. A principled approach to teaching allows faculty to stay on track of teaching requirements, regardless of delivery mode. These principles may support new teaching practices, but, if adopted, will also change the way the role of faculty is configured and executed in the higher education context.

sted, utgiver, år, opplag, sider
IGI Global, 2012. s. 389-400
HSV kategori
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URN: urn:nbn:se:kth:diva-163623DOI: 10.4018/978-1-4666-2110-7.ch019Scopus ID: 2-s2.0-84900645836ISBN: 9781466621107 (tryckt)OAI: oai:DiVA.org:kth-163623DiVA, id: diva2:801705
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QC 20150410

Tilgjengelig fra: 2015-04-10 Laget: 2015-04-09 Sist oppdatert: 2024-03-18bibliografisk kontrollert

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Totalt: 113 treff
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