From face-to-face teaching to online teaching: pedagogical transitions

Abstract

This paper will share the experiences of two instructors as they moved from teaching in a face-to-face environment to blended teaching and then to online teaching. It will describe the four year journey and shed light on the issues, perspectives and practices as the instructors reflected on the changes to their pedagogical practice and the resulting online student engagement. Data included three 1-hour interviews and an analysis of online discussion postings. The instructors reflected on their values, beliefs and assumptions about teaching and learning. As higher education has embraced online education as a way to reduce costs, increase flexibility, and enhance access to students it is important to gain an understanding of the perceptions of instructors moving into online teaching. This study found a change in the beliefs and teaching presence of the instructors from their initial resistance to online teaching to an approach which is mindful of the student experience and promotes a dialogical approach to online learning.