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Holly Johnson, PhD Suzanne Ehrlich, EdD University of Cincinnati Sloan-C July, 2012

Gentle Shift or Disrupted Identities?: Faculty Self-study and Reflection in Online Course Design and Implementation. Holly Johnson, PhD Suzanne Ehrlich, EdD University of Cincinnati Sloan-C July, 2012.

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Holly Johnson, PhD Suzanne Ehrlich, EdD University of Cincinnati Sloan-C July, 2012

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  1. Gentle Shift or Disrupted Identities?: Faculty Self-study and Reflection in Online Course Design and Implementation Holly Johnson, PhDSuzanne Ehrlich, EdD University of Cincinnati Sloan-C July, 2012

  2. If identity is shaped, developed, or changed in response to lived experiences and expanded literacies (Moje, 2008; Moje, Luke, Davies, & Street, 2009), then does moving from a face to face setting to a virtual environment necessitate a shift in teaching identity? Statement of Interest.

  3. What impact does moving to an online environment have on four faculty members’ teacher identities? • How does the shift in/disruption of identity impact the integrity of their academic program? Questions of the Study . . .

  4. Case study design (Four Cases) • Data Collected: • Written Reflections • Observations (Peer Evaluation of Courses) • Focus Group Discussions • Student Evaluations Methodology

  5. Holt (the pragmatist) – Department administrator • Mary (the framer) – faculty and program coordinator • Laura (the skeptic) – faculty and program coordinator • Penny (the resister) – faculty and former program coordinator Who are we?

  6. “I lost the connections with students and the energy and physicality of face to face teaching, which I perceived as my strengths.” - Laura Connected to…

  7. Shift in practice • Attitude toward technology • Teaching manner • Motivation to incorporate technology Categories constructed from the data:

  8. “My attitudes about and dispositions toward online instruction are gradually changing as I see myself improving as an instructor and as I enjoy it more.” -Penny Shift in practice.

  9. “Learning about technology is a professional responsibility, so most of my research and education comes form daily activities and engaging dialogue with colleagues.” - Mary Attitude toward technology.

  10. “There are a number of attitudes, and I find it interesting that this is a human endeavor after all, regardless if students are sitting in front of me or in cyberspace.” - Holt Teaching Manner.

  11. “I am motivated by the reality that we must put our programs online if we are to survive in these difficult economic times.” - Penny Motivation to Incorporate Technology.

  12. What impact does moving to an online environment have on four faculty members’ teacher identities? • The greatest shift was in the use of technology as a tool and mediator for teaching. • There was no shift in identity or attitudes toward going online. • Responding to the “train” Current Understandings.

  13. How does the shift in/disruption of identity impact the integrity of their academic program? • Shifting from individualist approach to a program movement. • Continuum of identity: Holt Laura Mary Penny Current Understandings.

  14. Program change must consider faculty members’ ability to change, to address program needs as a team, and to facilitate online learning in their teaching. • Identities do not shift, regardless of attitude toward technology, thus literacies may change, but dispositions need more time, more work. Implications

  15. Research on dispositional attributes for online teaching • Exploring faculty members’ ability to change • Comparative studies exploring instructor impact on student learning in the context of online and face-to-face courses • Program “identity” and reputation built upon faculty ability to deliver online. Next Steps.

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