From On-Campus to Online: A Trajectory of Innovation, Internationalization and Inclusion

Autor/in	Moreira, Darlinda
Titel	From On-Campus to Online: A Trajectory of Innovation, Internationalization and Inclusion
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 5, S.186-199 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Inclusion; Educational Change; Educational Practices; Educational Innovation; Ethnography; Organizational Change; Delivery Systems; Interviews; Educational Environment; Faculty Development; Teacher Attitudes; Resistance to Change; School Support; Administrative Principles; College Planning; Participant Observation; College Faculty; Online Courses; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Inklusion; Bildungsreform; Bildungspraxis; Instructional innovation; Bildungsinnovation; Ethnografie; Organisationswandel; Auslieferung; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Schulförderverein; Studienplanung; Teilnehmende Beobachtung; Fakultät; Online course; Online-Kurs
Abstract	This paper presents a study focused on a trajectory for developing an online operating mode on a campus-based university in the area of Massachusetts, USA. It addresses the innovation process and the changes and challenges faced by faculty and administrators. Methodologically-speaking, a mainly ethnographic approach was used for a systematic process of collecting data in context, in order to understand organizational strategies put in place to launch and improve online course provision. Leaders of the process and teachers of online courses were also interviewed. What emerged was: a) the online operating mode was prepared much in advance and linked to scenarios of internationalization and inclusion in higher education; b) there was an underlying discourse of interconnectedness among different places and groups of people; and c) the partnership and collaboration between administration and faculty was essential. One of the main conclusions demonstrates that, despite careful formulation of the online component, it still does not enjoy the same status as the face-to-face element of courses, and, as a result, is largely ignored in terms of promotion in the teaching profession. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01