Teaching in an online Community of Inquiry: Faculty role adjustment in the new higher education

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    5 Citations (Scopus)

    Abstract

    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.

    Original languageEnglish
    Title of host publicationEducational Communities of Inquiry
    Subtitle of host publicationTheoretical Framework, Research and Practice
    Pages389-400
    Number of pages12
    DOIs
    Publication statusPublished - 2012

    Fingerprint

    Dive into the research topics of 'Teaching in an online Community of Inquiry: Faculty role adjustment in the new higher education'. Together they form a unique fingerprint.

    Cite this