The Underlying Pedagogy of Online Instruction
Conference Tracks
Online Learning – Research
Abstract
As part of a three-pronged exploratory study examined online faculty’s perception of the most valued pedagogical elements modality support effective online teaching and learning. Results from faculty focus groups revealed a number of key themes: Personalization, Faculty Efficiency, Instructor Presence, Making Connections, Immediacy and Content Development. Presentation will review the results of the focus groups and provide research-driven recommendations for maximizing instructor efficiency AND effectiveness while incorporating unique pedagogical elements.
Session Format
Presentation
Location
Room 3
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Steele, John P.; Holback, Rick; and Mandernach, Jean, "The Underlying Pedagogy of Online Instruction" (2019). SoTL Commons Conference. 38.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/38
The Underlying Pedagogy of Online Instruction
Room 3
As part of a three-pronged exploratory study examined online faculty’s perception of the most valued pedagogical elements modality support effective online teaching and learning. Results from faculty focus groups revealed a number of key themes: Personalization, Faculty Efficiency, Instructor Presence, Making Connections, Immediacy and Content Development. Presentation will review the results of the focus groups and provide research-driven recommendations for maximizing instructor efficiency AND effectiveness while incorporating unique pedagogical elements.
