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Transition from Brick and Mortar to Online Teaching

其他書名	Middle-grade Teachers' Perspectives
出版	Georgia Southern University, 2014
URL	http://books.google.com.hk/books?id=m7YLrgEACAAJ&hl=&source=gbs_api

註釋Author's abstract: The purpose of this study was to investigate and understand how middle-grades teachers describe the transition from brick and mortar to online teaching of middle-grades students. A qualitative, descriptive case study design provided the framework for this study. An investigation into the lived experiences of a group of online middle-grades instructors making the transition from a traditional classroom setting to an online environment was conducted using interviews and online journaling. The questions guiding this study were (a) How does a middle-grade teacher describe the transition from brick and mortar to online teaching of middle-grades learners? (b) What do middle-school teachers recognize as being the most important characteristics, roles, and necessary skills of an online teacher of middle-grades learners? (c) What issues do online middle-school teachers identify as being specific to middlegrades learners? Data analysis disclosed that transitioning teachers faced many challenges during the transition. Lack of preparedness, loss of control, and an intensified workload were all divulged as some of the areas of concern for transitioning teachers. The results also uncovered additional findings indicating a need to further investigate the roles and responsibilities of middle-grades parents and students who are making the transition to learning online. The results contribute to an expanding body of knowledge that will be useful to not only teachers considering a similar transition, but administrators and schools systems as well. It also adds to the literature regarding adult learning theory as the progression through learning a new method of teaching is explained through Mezirow's transformative learning theory.