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Learning to Teach and Teaching Online: Faculty-Faculty Interactions in Online Environments
PROCEEDINGS

, Illinois State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Past research has shown that peer support helps improve several areas of faculty activities such as research, teaching, and technology competencies. Using a mixed method design, this research study investigated resources available to faculty as they teach or prepare to teach online at a large midwestern university. In addition, the study explored the nature of peer interactions that existed between faculty who taught or planned to teach online. The determinants of such interactions as well as the benefits and challenges involved in initiating and maintaining the interactions were examined. Findings from this study have implications for the development and implementation of training and support programs intended for faculty as they learn to teach online.

Citation

Kyei-Blankson, L. (2009). Learning to Teach and Teaching Online: Faculty-Faculty Interactions in Online Environments. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 947-952). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 24, 2020 from .

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