期刊
INTERNET AND HIGHER EDUCATION
卷 15, 期 3, 页码 204-212出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.iheduc.2011.12.001
关键词
Online learning; Instructor emotions; Distance learning; Teacher education
In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative. (C) 2011 Elsevier Inc. All rights reserved.
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