Teaching in an online Community of Inquiry: Faculty role adjustment in the new higher education
2012 (English)In: Educational Communities of Inquiry: Theoretical Framework, Research and Practice, IGI Global, 2012, 389-400 p.Chapter in book (Refereed)
Regardless of education delivery mode - face-to-face, online, distance, or some combination through blended learning - teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or faceto-face higher education. A principled approach to teaching allows faculty to stay on track of teaching requirements, regardless of delivery mode. These principles may support new teaching practices, but, if adopted, will also change the way the role of faculty is configured and executed in the higher education context.
Place, publisher, year, edition, pages
IGI Global, 2012. 389-400 p.
IdentifiersURN: urn:nbn:se:kth:diva-163623DOI: 10.4018/978-1-4666-2110-7.ch019ScopusID: 2-s2.0-84900645836ISBN: 9781466621107OAI: oai:DiVA.org:kth-163623DiVA: diva2:801705
QC 201504102015-04-102015-04-092015-04-10Bibliographically approved