"I'm Not Teaching Them Per Se": Designing and Delivering Asynchronous Undergraduate Online STEM Courses
"I'm Not Teaching Them Per Se": Designing and Delivering Asynchronous Undergraduate Online STEM Courses
复制标题
“我本身并不是在教他们”：设计和提供异步本科在线 STEM 课程
DOI：
10.1007/s10755-023-09670-9
复制
发表时间：
2024
影响因子：
2.2
通讯作者：
Singleton, Cherrelle
中科院分区：
文献类型：
--
作者：
Garza Mitchell, Regina L.;DeCamp, Whitney;Horvitz, Brian S.;Kowalske, Megan Grunert;Singleton, Cherrelle
虽然在线课程已经成为学术界的一部分近30年，他们仍然被认为是“不同”比面对面的教学。通过对四位教师的深入访谈，我们探讨了STEM教师如何教授异步在线本科STEM课程。在这项研究中接受采访的教师将在线课程视为“非常规课程”，教授这些课程“本身就不是教学”。每个教师都对教室和良好的教学有自己的假设，但即使是在网上教学多年的教师，这些假设仍然是基于面对面的环境。有必要就在线环境下教学意味着什么进行更多的讨论。
Although online courses have been a part of academia for nearly 30 years, they are still perceived as “different” than face-to-face instruction. Through in-depth interviews with four instructors, we explored how STEM faculty approach teaching asynchronous online undergraduate STEM courses. The faculty interviewed for this study viewed online courses as “not regular class[es]” and teaching those classes as “not teaching per se.” Each of the instructors had assumptions about what a classroom was and about good instruction, but even for instructors who taught online for multiple years, those assumptions remained grounded in the face-to-face environment. There is a need for greater discussion about what it means to teach in an online environment.