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

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