Do teachers dream of electric classrooms?
Abstract
As more classes are moving from the brick and mortar environs to online instructional spaces, the experiences of future teachers with communication technologies in online contexts merit attention. The authors describe the study of an Online Writing Partnership to examine participants' beliefs about the efficacy of online instruction and the quality of student/teacher relationships that are built via online means. Findings indicated four contextual threads of particular salience to the participants of the study, threads which contributed to a general sense of frustration with the online context for teaching: (1) social presence between participants; (2) the nature of relationships established between teachers and students; (3) the role and authority of a teacher in those relationships; and (4) their preconceived expectations of learning environments. Preparing future teachers for experiences in online teaching and learning may require providing avenues for examining their beliefs about the work required to form effective student/teacher relationships in virtual spaces.
- Journal
- Writing and Pedagogy
- Published
- 2018-09-24
- DOI
- 10.1558/wap.33350
- CompPile
- Open Access
- Closed
- Topics
-
- Export
- BibTeX RIS
Citation context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related articles
-
Res Rhetorica Oct 2024Gerardo Ramirez Vidal
-
Philosophy & Rhetoric Sep 2024Joe Edward Hatfield
-
Philosophy & Rhetoric Jul 2023Nathaniel A. Rivers
-
Rhetorica Mar 2023
-
Philosophy & Rhetoric Oct 2022Rachel Stroup