Moving from face-to-face to online classrooms: the reflective university teacher

This study explores the similarities, differences and possible interaction between two small groups of Canadian and Australian university teachers&rsquo; face-to-face and online teaching approaches and philosophies. The paper compares their perspectives on teaching face-to-face and online at two comparable Canadian and Australian universities, both of which offer instruction in these two modes. Teaching philosophy data were gathered with the &lsquo;Teaching Perspectives Inventory&rsquo; developed by Pratt and Collins at the University of British Columbia, which assessed participants&rsquo; teaching approaches and philosophies in terms of their beliefs, intentions and actions in both modalities. The study upon which this paper is based builds upon a well established research partnership of the two authors who have previously explored emerging philosophies of learner centred teaching in distributed classrooms in Canada and Australia.<br /

A study of face-to-face and online teaching philosophies in Canada and Australia

The perspectives of instructors who teach both online and face-to-face in a higher education context have been compared in this study. The differences and similarities between their approaches, and the influences each modality has on the other have been explored, as well as possible differences in organizational cultures between the groups who were based in Canada and Australia. The trend to blended learning in higher education was an important outcome of the study.<br /

Reflections on teaching and learning online: quality program design, delivery and support issues from a cross-global perspective

This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was recorded at Deakin University. After drawing on this recording in their research and practice, one faculty member from each institution decided to review and expanded upon their intervening experiences in terms of issues of quality program design, delivery, and support issues when teaching, and learning in different cultural contexts. The authors discovered that these issues are as important today as they were when they met to record the interview, and have concluded their discussion here with thoughts about the teaching, student, and administrative supports that institutions engaged in online program delivery cross-culturally must address in order to successfully deliver quality online programs worldwide.<br /

Educational partnerships on-line: global collaborative learning through an on-line student exchange programme

Deakin University and the University of Calgary have used the internet to provide workplace-based learners with the possibility of a student exchange programme which does not disrupt their careers, lives or families.&nbsp; The programmes involved in this on-line exchange were both developed in response to the needs of workplace learners and are representative of the role of universities in the field of life-long learning.&nbsp; This paper describes the first phase of the exchange and discusses the shared pedagogical philosophies and shared implementation of on-line groupware which provided a rationale for the exchange.&nbsp; The paper will explore the cross-cultural implications of the educational experience and the possibilities such an exchange opens up for life-long learners

An Exploration of Graduate Students’ Career Transition Experiences

The researchers explored the possible relationships between six specific influencing factors and the timing of a small group of graduate students’ movement through their program, using a short researcher-designed qualitative survey administered once to students at three points in their programs: entrance, mid-point, and exit. While the experience of moving through graduate school does not appear to be well addressed in the research literature, this study points to the relevance of these specific factors for this small group of graduate students. Suggestions for further research are given. Les chercheures ont exploré les relations possibles entre six facteurs d’influence spécifiques et le rythme du passage d’un petit groupe d’étudiants diplômés dans leur programme en utilisant une courte enquête qualitative conçue par les chercheurs et administrée une fois aux étudiants à trois moments de leur programme : à l’entrée, au milieu, et à la sortie. Bien que le vécu du passage des études supérieures ne semble être que peu abordé dans la littérature de recherche, cette étude indique la pertinence de ces facteurs spécifiques pour ce petit groupe d’étudiants diplômés. Des suggestions de recherches futures sont données

Teaching philosophy : moving from face-to-face to online classrooms

This article explores the similarities and differences between Canadian and Australian university teachers&rsquo; 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 &ldquo;Teaching Perspectives Inventory,&rdquo; which assessed participants&rsquo; teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors&rsquo; 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.<br /