Özet:
This paper portrays a year-long self-study of three teacher educators who
examined the extent to which online teaching is fundamentally different from
teaching face-to-face. Using multiple data sources, including meeting notes,
journals, syllabi, course materials, student work, and student evaluations, the
authors found that student-to-instructor feedback in online courses presents unique
challenges to teaching, particularly as related to instructor ego and desire of
confirmation of efficacy. With some success, the authors employed new methods
to address those challenges and improve their online teaching.
