Traditional classroom educators face the challenge of teaching online due to the increasing demand of online courses at higher education institutions. Educators who transition from the traditional classroom to online instruction experience the need to incorporate different skills and strategies in order to become an effective online instructor. This qualitative study sought to investigate the difficulties experienced by traditional classroom instructors who are attempting to transition to an online classroom format and what strategies can be used to overcome these difficulties. A qualitative meta-synthesis design was used for this research study because the research questions and approach position towards the appropriateness of meta-synthesis research. Four themes presented themselves from the meta-synthesis of eight research studies. The following four themes captured the experience of educators transitioning from traditional instruction to online instruction: increased workload, changing roles and skills, enhanced support and training, and various communication and engagement strategies. The findings from this study found that traditional educators transitioning to online instruction face many challenges as they attempt to create an engaging classroom environment that echoes engagement in a traditional classroom. The results of this study can assist educators in developing their online teaching skills.
|Commitee:||Ku, Heng-Yu, Piferi, Rachel, Suboch, Gabriele|
|Department:||School of Business and Technology Management|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/11(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Instructional Design, Teacher education, Educational technology|
|Keywords:||Instruction, Instructor transition, Online instructor, Traditional instructor|
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