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More than Changing Classrooms: Professors’ Transitions to Synchronous E-Teaching
Abstract
The transition from the lecture hall to the online teaching environment requires more than a change of venue – it requires role changes as well as a shift in focus from delivering content toward designing a learning environment where students can build skills for learning and collaboration. The research described in this chapter employs a case-study method to capture the perceptions of a small cohort of university professors participating in a synchronous e-training program to prepare them for synchronous e-teaching. Participating professors possessed a range of diverse prior experiences with teaching and e-teaching, creating unique training challenges. Data include the video-recorded training sessions as well as focus group and individual interviews held one year post-training. The findings indicate that, although the intended training focus was not the primary outcome realized, this study provides some insights into planning and delivering e-training for similar transitions to synchronous online teaching for tertiary instructors.
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