000			01463nam a22002297a 4500
003			ZW-GwMSU
005			20241122104328.0
008			241122b |||||||| |||| 00| 0 eng d
022			_a1052-4800
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1778 JOU
100	1		_aRussell, Alicia _eauthor
245	1	0	_aOnline teaching as a catalyst for re-examining pedagogical assumptions _ccreated by Alicia Russell
264	1		_aCanada: _bMiami University, _c2015.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal on excellence in college teaching _vVolume 26, number 3 ,
520	3		_aThis study examines the potential of designing and teaching online courses to prompt university faculty members to reflect on the essence of good teaching, and as a result reconsider their beliefs concerning effective pedagogy. A phenomenological investigation was conducted based on interviews with six long-time university faculty members concerning their experiences designing and teaching online courses, with emphasis on how their views of good teaching may have changed during that process (Russell, 2011). The study highlighted catalysts that helped induce faculty members to re-examine their pedagogical assumptions as they planned and taught online courses and reflected on the experience.
650			_aOnline courses _vElectronic learning _xTeaching methods
942			_2lcc _cJA
999			_c168336 _d168336