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

Abstract

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 /