Abstract
Granting online instructors’ voices can serve as main sources of research data, this interpretive phenomenological study, based on narrative inquiry, discusses how instructors try to provide a sense of “online instructional immediacy” in the process, course design, course presentation, use of technology, and teaching interaction in totally different social, cultural, and pedagogical modes from those of the conventional classroom. The finding of this study details the online teaching strategies with which instructors strived to compensate the removal of verbal and non-verbal cues in their instruction to promote more motivated, interactive, effective learning environments. The following three overarching themes are identified and are used to describe online instructional immediacy strategies found in online instructors’ practice: 1) affective interaction, 2) cognitive interaction, 3) technology adoption, and 4) course presentation and organization. The narrative findings hold promise for better online instruction humanized, personalized, caring with their shared empirical approaches. This is the first study conducted with narrative inquiry method in Web-based contexts.
| Original language | American English |
|---|---|
| Title of host publication | 29th Annual Proceedings of Association for Educational Communications and Technology |
| State | Published - 2006 |
DC Disciplines
- Education