"I'm Not Teaching Them Per Se": Designing and Delivering Asynchronous Undergraduate Online STEM Courses.
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| Title: | "I'm Not Teaching Them Per Se": Designing and Delivering Asynchronous Undergraduate Online STEM Courses. |
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| Authors: | Garza Mitchell, Regina L.1 regina.garzamitchell@wmich.edu, DeCamp, Whitney2, Horvitz, Brian S.1, Kowalske, Megan Grunert3, Singleton, Cherrelle1 |
| Source: | Innovative Higher Education. Feb2024, Vol. 49 Issue 1, p91-111. 21p. |
| Subject Terms: | *Undergraduate programs, *Asynchronous learning, *STEM education, *Online education, *Teaching, *Higher education |
| Abstract: | Although online courses have been a part of academia for nearly 30 years, they are still perceived as "different" than face-to-face instruction. Through in-depth interviews with four instructors, we explored how STEM faculty approach teaching asynchronous online undergraduate STEM courses. The faculty interviewed for this study viewed online courses as "not regular class[es]" and teaching those classes as "not teaching per se." Each of the instructors had assumptions about what a classroom was and about good instruction, but even for instructors who taught online for multiple years, those assumptions remained grounded in the face-to-face environment. There is a need for greater discussion about what it means to teach in an online environment. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Although online courses have been a part of academia for nearly 30 years, they are still perceived as "different" than face-to-face instruction. Through in-depth interviews with four instructors, we explored how STEM faculty approach teaching asynchronous online undergraduate STEM courses. The faculty interviewed for this study viewed online courses as "not regular class[es]" and teaching those classes as "not teaching per se." Each of the instructors had assumptions about what a classroom was and about good instruction, but even for instructors who taught online for multiple years, those assumptions remained grounded in the face-to-face environment. There is a need for greater discussion about what it means to teach in an online environment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07425627 |
| DOI: | 10.1007/s10755-023-09670-9 |
