Online Teaching as a Catalyst for Re-Examining Pedagogical Assumptions
Abstract
This study examines the potential of designing and teaching online courses to prompt university faculty members to reflect on the essence of good teaching, and as a result reconsider their beliefs concerning effective pedagogy. A phenomenological investigation was conducted based on interviews with six long-time university faculty members concerning their experiences designing and teaching online courses, with emphasis on how their views of good teaching may have changed during that process (Russell, 2011). The study highlighted catalysts that helped induce faculty members to re-examine their pedagogical assumptions as they planned and taught online courses and reflected on the experience.
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