Understanding Teaching Experiences: Faculty Transitions from Traditional to Online Classrooms

Abstract

The purpose of this study was to describe the transition of faculty members from traditional to online environments and to examine their assumptions about their teaching and learning in face-to-face and online environments. In that it describes the transition experiences of faculty members from traditional to online environments, their teaching and learning assumptions and possible changes and transformations, this study may assist those faculty members who have been resistant to transitioning from traditional to online classrooms.

The questions guiding this research were (a) How do faculty members describe their transition from teaching face-to-face to teaching in an online environment? (b) What personal, professional, pedagogical or other assumptions do faculty members hold about the teaching and learning in traditional and online environments before starting their transition and how do those assumptions change after their transition? And (c) How are the changes the faculty members experience as they transition from traditional to online environments defined along a continuum in relation to change theories?

This qualitative study research was conducted as multiple case studies, meaning participants at various locations were interviewed. The results of this study contribute to creating a body of knowledge useful to institutions, faculty members, and others transitioning from traditional to online classrooms. It expands the online teaching literature regarding what teaching and learning means to the faculty members and allows them to bridge technology with pedagogy. It also contributes to the literature that discusses the role of emotional intelligence as faculty members transition from traditional to online environment and how emotions affect the decision-making process in this transition. This research also adds to the different types of presence the faculty members can have online that enable the faculty members to be more effective in the way the faculty members teach, learn, and interact within their community of practice.