Evidence-based teaching practices in online courses: The end of a lone-instructor model

Authors

  • Robyn Foshée
  • Milan Vidaković

DOI:

https://doi.org/10.16906/lt-eth.v2i2.127

Abstract

Participants in our Winter 2020 graduate course on hybrid pedagogies held roles of both student and instructor. This placed them in an apt position to evaluate the strengths of and areas for improvement in technology-supported teaching. At the end of the term we asked them what instructors of online courses should focus their efforts on. Their responses emphasized community building. In this paper we examine building a teaching community as a step toward modeling and fostering a learning community in online courses.

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Published

2020-12-09

Issue

Vol. 2 No. 2 (2020): Special issue: ICED 2020 proceedings

Section

Articles

License

Copyright (c) 2020 Robyn Foshée, Milan Vidaković

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY-NC-ND) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.