Note:
While writing this episode, some memory surged into my mind.
I still vividly remembered during the early stage of online learning development, as long as the online courses were available, it was not only students who fought to get more online courses, but also faculty members, so eagerly grabbing as many online sections as possible. (One thing needs to mention is that it happened in a Tech College, not a typical university. To my understanding, more faculty in the universities than in the tech colleges had tendency not to embrace online teaching quickly due to deeper concerns and "leverage", not just the cumbersome issues regarding using tech in teaching).
Surely, as the online courses evolving into mature stages, more "surveillant " mechanisms were developed, and the demand in the standardized instructional design with accountability and rigorous assessments became norm, and then, "teaching" (ya, properly speaking, facilitating) online classes would need more considerations for some embracing online-teaching faculty.
Before I had opportunities to facilitate online courses, my face-to-face classes were pretty good in teaching evaluations. As time moved on, my teaching status (seniority - when the union functions had not been deprived by a governor) rising, and I got a variety of delivery formats, except face-to-face, including teleconference/web-conference, ITV (interactive TV), and blended/hybrid. In fact, I spent much much more time, enthusiasm, energy, and engagement on my face-to-face classes than on my other online/partially online courses, but the teaching evaluations of the latter (except hybrid) tended to be higher than those of face-to-fact classes. This pattern repeated in every semester which hit me hard and triggered a reflection on my teaching philosophy associating the relevant teaching-n-learning community. This paradoxical phenomenon even impalpably planted a seed of leaving my beloved teaching calling (after 17 years in the position, that vague inner skepticism turned into reality). I did conduct an action research in this regard. Due to being a part of this teaching community, some information, needed to be gently rendered. Now, I retired, some reminiscence, if time available, I might share. Stay tuned.
While writing this episode, some memory surged into my mind.
I still vividly remembered during the early stage of online learning development, as long as the online courses were available, it was not only students who fought to get more online courses, but also faculty members, so eagerly grabbing as many online sections as possible. (One thing needs to mention is that it happened in a Tech College, not a typical university. To my understanding, more faculty in the universities than in the tech colleges had tendency not to embrace online teaching quickly due to deeper concerns and "leverage", not just the cumbersome issues regarding using tech in teaching).
Surely, as the online courses evolving into mature stages, more "surveillant " mechanisms were developed, and the demand in the standardized instructional design with accountability and rigorous assessments became norm, and then, "teaching" (ya, properly speaking, facilitating) online classes would need more considerations for some embracing online-teaching faculty.
Before I had opportunities to facilitate online courses, my face-to-face classes were pretty good in teaching evaluations. As time moved on, my teaching status (seniority - when the union functions had not been deprived by a governor) rising, and I got a variety of delivery formats, except face-to-face, including teleconference/web-conference, ITV (interactive TV), and blended/hybrid. In fact, I spent much much more time, enthusiasm, energy, and engagement on my face-to-face classes than on my other online/partially online courses, but the teaching evaluations of the latter (except hybrid) tended to be higher than those of face-to-fact classes. This pattern repeated in every semester which hit me hard and triggered a reflection on my teaching philosophy associating the relevant teaching-n-learning community. This paradoxical phenomenon even impalpably planted a seed of leaving my beloved teaching calling (after 17 years in the position, that vague inner skepticism turned into reality). I did conduct an action research in this regard. Due to being a part of this teaching community, some information, needed to be gently rendered. Now, I retired, some reminiscence, if time available, I might share. Stay tuned.
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Accidentally, I found a few old posts. Some of them, more or less, have relevance to the above topic.
(I can say that I am not a Luddite. Shamelessly speaking, not only do I have a computer science minor degree, but also I earned a Ph.D. in learning technology. Perhaps, due to this condition plus a social science/art background, these non-mainstream thoughts entangle with what my terminal degree program aimed at?)
(I can say that I am not a Luddite. Shamelessly speaking, not only do I have a computer science minor degree, but also I earned a Ph.D. in learning technology. Perhaps, due to this condition plus a social science/art background, these non-mainstream thoughts entangle with what my terminal degree program aimed at?)
More relevant info: https://ci8395.blogspot.com/p/issues-regarding.html