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 language | English |
|---|---|
| Title of host publication | Educational Communities of Inquiry |
| Subtitle of host publication | Theoretical Framework, Research and Practice |
| Pages | 389-400 |
| Number of pages | 12 |
| DOIs | |
| Publication status | Published - 2012 |