Considerations for Supporting Faculty in Transitioning a Course to Online Format
Online Journal of Distance Learning Administration Volume 13, Number 2, ISSN 1556-3847
The move toward offering more online instruction at many academic institutions frequently takes the form of conversion of a traditional course to online format. Despite its prevalence, this special form of course development has received little research attention. This paper presents the results of an exploratory study of the faculty perspective on the process of course conversion and handling of associated pedagogical and technical challenges as well as institutional factors and administrative considerations. Semi-structured personal interviews were conducted with eleven instructors from three universities. The study was focused on key decisions related to course redesign, such as motivation for conversion, content modification and format of presentation, delivery and development technology, as well as changes to pedagogical strategies. Main factors impacting these decisions are identified and analyzed in terms of their relative influence. The need for greater flexibility in technical and administrative support of the course conversion efforts by faculty are discussed along with other practical implications and possible directions for further study. (Contains 3 tables.)
Kampov-Polevoi, J. (2010). Considerations for Supporting Faculty in Transitioning a Course to Online Format. Online Journal of Distance Learning Administration, 13(2),.
Cited ByView References & Citations Map
Thomas Power & Anthony Morven-Gould, Laval University
The International Review of Research in Open and Distributed Learning Vol. 12, No. 2 (Jan 22, 2011) pp. 19–39
Jane Kenney, West Chester University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2732–2735
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