{"title":"“我不是在重建课堂”:一项帮助教师理解在线互动的定性研究","authors":"A. Samuel","doi":"10.1080/08923647.2022.2049150","DOIUrl":null,"url":null,"abstract":"ABSTRACT Instructors who are new to online teaching experience negative emotions regarding the transition to online instruction and the experience of teaching online. Meanwhile, experienced online instructors find online instruction to be superior to traditional face-to-face instruction. An Interpretive Phenomenological Analysis (IPA) was conducted at a public university in the US to answer the question: How is online teaching conceptualized by faculty who teach online? 25 online instructors with varying levels of experience teaching online participated in the study. Data were gathered through individual semi-structured interviews and analyzed using the IPA methodology. Findings revealed that experienced faculty conceptualized teaching very differently when it was conducted online. They also cognitively reframed their understanding of student-instructor interactions. This paper presents a visual model for understanding online interactions and calls for a reconceptualization of education to better align with the 21st-century technological milieu.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":null,"pages":null},"PeriodicalIF":16.4000,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"“I’m Not Trying to Recreate the Classroom”: A Qualitative Study to Help Faculty Make Sense of Online Interactions\",\"authors\":\"A. Samuel\",\"doi\":\"10.1080/08923647.2022.2049150\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Instructors who are new to online teaching experience negative emotions regarding the transition to online instruction and the experience of teaching online. Meanwhile, experienced online instructors find online instruction to be superior to traditional face-to-face instruction. An Interpretive Phenomenological Analysis (IPA) was conducted at a public university in the US to answer the question: How is online teaching conceptualized by faculty who teach online? 25 online instructors with varying levels of experience teaching online participated in the study. Data were gathered through individual semi-structured interviews and analyzed using the IPA methodology. Findings revealed that experienced faculty conceptualized teaching very differently when it was conducted online. They also cognitively reframed their understanding of student-instructor interactions. This paper presents a visual model for understanding online interactions and calls for a reconceptualization of education to better align with the 21st-century technological milieu.\",\"PeriodicalId\":1,\"journal\":{\"name\":\"Accounts of Chemical Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":16.4000,\"publicationDate\":\"2022-03-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Accounts of Chemical Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08923647.2022.2049150\",\"RegionNum\":1,\"RegionCategory\":\"化学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08923647.2022.2049150","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
“I’m Not Trying to Recreate the Classroom”: A Qualitative Study to Help Faculty Make Sense of Online Interactions
ABSTRACT Instructors who are new to online teaching experience negative emotions regarding the transition to online instruction and the experience of teaching online. Meanwhile, experienced online instructors find online instruction to be superior to traditional face-to-face instruction. An Interpretive Phenomenological Analysis (IPA) was conducted at a public university in the US to answer the question: How is online teaching conceptualized by faculty who teach online? 25 online instructors with varying levels of experience teaching online participated in the study. Data were gathered through individual semi-structured interviews and analyzed using the IPA methodology. Findings revealed that experienced faculty conceptualized teaching very differently when it was conducted online. They also cognitively reframed their understanding of student-instructor interactions. This paper presents a visual model for understanding online interactions and calls for a reconceptualization of education to better align with the 21st-century technological milieu.
期刊介绍：
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.
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