Faculty Perceptions Of Moving A Face-To-Face Course To Online Instruction

Abstract

This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom.  The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed technological support received during online course development, time commitment of faculty, role of faculty member, instructional strategies used within the online course, adjustment of teaching in an online course, synchronous versus asynchronous instruction, faculty member confidence, and control. We drew three conclusions from faculty members’ experiences and perceptions.