Abstract
With increasing interest and pressure on university faculty to augment course offerings to meet student learning needs with online sections, a faculty learning community at Georgia Regents University set out to examine faculty concerns and readiness for teaching online. In this poster, we present data gathered from a survey of a broad range of faculty at our university including adjunct faculty, lecturers, and untenured and tenured faculty. We examine the relationship between faculty experiences, concerns, attitudes and self-perceived preparedness and willingness to teach online. Results indicate teachers are concerned with how online instruction affects student interaction with faculty and other students. The audience will be involved by having the opportunity to participate first-hand in dialogic discourse with the researchers on the topic of faculty readiness to teach online content, their own experiences, and the potential policy implications and impact on student learning arising from our research.
Location
Concourse
Recommended Citation
Russ, Laura; Hung, Dave; Davies, Kim; Akins, Maureen; and Hammock, Gina, "Ready or Not, Here It Comes!: Distance Learning and Online Teaching" (2013). SoTL Commons Conference. 30.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/30
Ready or Not, Here It Comes!: Distance Learning and Online Teaching
Concourse
With increasing interest and pressure on university faculty to augment course offerings to meet student learning needs with online sections, a faculty learning community at Georgia Regents University set out to examine faculty concerns and readiness for teaching online. In this poster, we present data gathered from a survey of a broad range of faculty at our university including adjunct faculty, lecturers, and untenured and tenured faculty. We examine the relationship between faculty experiences, concerns, attitudes and self-perceived preparedness and willingness to teach online. Results indicate teachers are concerned with how online instruction affects student interaction with faculty and other students. The audience will be involved by having the opportunity to participate first-hand in dialogic discourse with the researchers on the topic of faculty readiness to teach online content, their own experiences, and the potential policy implications and impact on student learning arising from our research.
