Teaching Philosophy: Moving from Face-to-Face to Online Classrooms

Faye P. Wiesenberg, Elizabeth Stacey

Abstract


This article explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the “Teaching Perspectives Inventory,” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors’ conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms.


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