Abstract
Due to the general lack of understanding about online teaching practice in the altered learning environments, some faculty are ill-prepared to make the shift from traditional face- to-face classroom setting to the online academic forum (Care & Scanlan, 2001; Lichtenberg, 2001; Palloff & Pratt, 2001). Therefore, this study is aimed at exploring what online instructors perceive challenges in online teaching based on their own experiences. The study further explored strategies of how online instructors grapple with the challenges in varying cases, and examined what, in their belief, causes the students’ certain behaviors and classroom phenomena presented in the online classroom. Based on the archive of narrative of online instructors, the article sorted out the instructional challenges in online instruction according to the framework of Berge’s four dimension of instructors’ roles: Pedagogical, social, managerial, and technical roles. This article concludes that online instruction can be best approached with understanding of challenging aspects of online teaching. This article serves as a comprehensive map to see where the hindrances of proceeding online instruction are located.
| Original language | American English |
|---|---|
| Title of host publication | 30th Annual Proceedings of Association for Educational Communications and Technology |
| State | Published - 2007 |
DC Disciplines
- Education