Abstract
Utilizing an inquiry approach, face-to-face courses in an undergraduate program have proven to be effective in training teacher candidates in teacher education programs. With the advent of online teaching, the scholarship of teaching and its relationship to learning have been brought in question. While preparing and training for online teaching certification, the presenters discovered several omissions in effective practices during their coursework. This experience caused the following question to drive an inquiry study, "How do I maintain the scholarship of teaching and learning while changing the medium of facilitating learning?" The presenters will share via video, charts, and graphs the initial results of quantitative and qualitative data collected from a standardized course evaluation tool completed by adult learners and an inquiry session held with the College of Education and Human Development. Conference participants will engage in extending the problem solving by offering insights and possible solutions to the inquiry questions.
Recommended Citation
Rogers, Keitha and Williams, Debbie, "Validating Scholarship of Teaching While Moving a Blended Context" (2007). SoTL Commons Conference. 74.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/74
Validating Scholarship of Teaching While Moving a Blended Context
Utilizing an inquiry approach, face-to-face courses in an undergraduate program have proven to be effective in training teacher candidates in teacher education programs. With the advent of online teaching, the scholarship of teaching and its relationship to learning have been brought in question. While preparing and training for online teaching certification, the presenters discovered several omissions in effective practices during their coursework. This experience caused the following question to drive an inquiry study, "How do I maintain the scholarship of teaching and learning while changing the medium of facilitating learning?" The presenters will share via video, charts, and graphs the initial results of quantitative and qualitative data collected from a standardized course evaluation tool completed by adult learners and an inquiry session held with the College of Education and Human Development. Conference participants will engage in extending the problem solving by offering insights and possible solutions to the inquiry questions.
