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Teaching in an online Community of Inquiry: Faculty role adjustment in the new higher education
KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athabasca University, Canada.
2012 (English)In: Educational Communities of Inquiry: Theoretical Framework, Research and Practice, IGI Global, 2012, 389-400 p.Chapter in book (Refereed)
Abstract [en]

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.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-163623DOI: 10.4018/978-1-4666-2110-7.ch019Scopus ID: 2-s2.0-84900645836ISBN: 9781466621107 (print)OAI: oai:DiVA.org:kth-163623DiVA: diva2:801705
Note

QC 20150410

Available from: 2015-04-10 Created: 2015-04-09 Last updated: 2015-04-10Bibliographically approved

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CiteExportLink to record
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