Integrating face-to-face and online teaching: Academics' role concept and teaching choices

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dc.contributor.author McShane, K. F en_US
dc.date.accessioned 2009-12-21T02:35:59Z
dc.date.available 2009-12-21T02:35:59Z
dc.date.issued 2001 en_US
dc.identifier 2004001838 en_US
dc.identifier.citation McShane, K. 2001 'Integrating face-to-face and online teaching: Academics' role concept and teaching choices', Teaching in Higher Education, vol. 9, no. 1, pp. 97-113. en_US
dc.identifier.issn 1356-2517 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/4984
dc.description.abstract This paper reports and analyses data from a longitudinal qualitative research study which is investigating the changing teaching self-concept of university lecturers who combine online and face-to-face teaching. The first phase of this collective case study research has focused on the experiences of five 'early adopter' university lecturers during and following one teaching semester. The themes which have emerged across these individual case profiles are reported here. These academics became more conscious of their teaching as a result of the decisions they have had to make in combining live and online modes. Those who integrated computer-mediated communication (CMC) into their teaching became notably more self-monitoring of their actions under the scrutiny of their students and other 'users'. While the five academics in this group were enthusiastic about web-based teaching, they each still kept live, on-campus lecturing at the core of the teaching-learning process. en_US
dc.publisher Elsevier Science Inc en_US
dc.relation.isbasedon http://dx.doi.org/10.1016/S1042-4431(00)00038-X en_US
dc.title Integrating face-to-face and online teaching: Academics' role concept and teaching choices en_US
dc.parent Teaching in Higher Education en_US
dc.journal.volume 9 en_US
dc.journal.number 1 en_US
dc.publocation Amsterdam, The Netherlands en_US
dc.identifier.startpage 97 en_US
dc.identifier.endpage 113 en_US
dc.cauo.name Finance and Economics en_US


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