Abstract
This study explored the belief systems underlying Internet-based courses faculty chose to develop and deliver, and how these belief systems influenced the process. With a sample drawn from faculty of a university recognized as a leader in distance learning, this study examined course syllabi, results from designer/instructor philosophy inventories, and faculty interviews to produce instructor profiles of philosophical orientation and instructional strategies. It then explored how the instructor/designer’s belief systems regarding the effective teaching of adults changed as a result of teaching online.
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Recommended Citation
Jeris, L.,
&
Poppie, A.
(2002).
Screen to Screen:
A Study of Designer/Instructor Beliefs and Actions in Internet-based Courses.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2002/papers/28
Screen to Screen: A Study of Designer/Instructor Beliefs and Actions in Internet-based Courses
This study explored the belief systems underlying Internet-based courses faculty chose to develop and deliver, and how these belief systems influenced the process. With a sample drawn from faculty of a university recognized as a leader in distance learning, this study examined course syllabi, results from designer/instructor philosophy inventories, and faculty interviews to produce instructor profiles of philosophical orientation and instructional strategies. It then explored how the instructor/designer’s belief systems regarding the effective teaching of adults changed as a result of teaching online.
