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The transformation of teaching approach from a face -to -face classroom to an online classroom

Nuanpachong Chanchaem, University of Nebraska - Lincoln

Abstract

The study purpose was to investigate the use of teacher-centered and learner-centered approaches as instructors change a face-to-face classroom course to an online delivery course, and the related factors that encourage the use of a learner-centered approach in online teaching. ^ The survey instrument consisted of the Principals of Adult learning Scale (PALS) and related factors: (a) teaching experience, (b) learning about teaching, and (c) faculty's intrinsic and extrinsic motivational factors to teach an online class. Faculty at one midwest Land-Grant University, fall semester 2001 were the target audience. The study group was limited to faculty who had adapted a face-to-face course to an online course in which all course requirements had been delivered online and students were not required to meet on campus during the semester. Thirty-nine qualified for the study; 92% completed the survey. ^ The majority of the faculty who teach online classes are in the area of education, applied sciences, and humanities. They teach graduate level classes; are full-time with tenured status; and have taught more than 10 years. ^ When instructors go online with their courses, they use less inclusive activities to assess student needs, but they are more likely to integrate activities that build a climate for learning and allow more flexibility for personal development. Faculty who are intrinsically motivated to teach an online class use more learner-centered teaching approaches than those who are extrinsically motivated. ^ Online instructors should include more: (a) activities to assess student needs and experiences, and involvement them in planning class activities; and (b) strategies to know more about students. Delivering courses online can be a way to help higher education shift from a teacher-centered to a learner-centered. To encourage faculty to adopt online instruction, universities should emphasize the intrinsic motivational factors. ^ For further study: (a) develop new teaching style test for online class; (b) use other populations; (c) use a larger sample size; and (d) explore online teaching in other culture. ^

Subject Area

Education, Adult and Continuing|Education, Technology of|Education, Higher

Recommended Citation

Chanchaem, Nuanpachong, "The transformation of teaching approach from a face -to -face classroom to an online classroom" (2001). ETD collection for University of Nebraska - Lincoln. AAI3034369.
http://digitalcommons.unl.edu/dissertations/AAI3034369

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