Feedback Please: Studying Self in the Online Classroom
| dc.contributor.author | ANDERSON, Derek | |
| dc.contributor.author | IMDÄ°EKE, Sandra | |
| dc.contributor.author | STANDERFORD, N. Suzanne | |
| dc.date.accessioned | 2022-03-22T07:19:04Z | |
| dc.date.available | 2022-03-22T07:19:04Z | |
| dc.date.issued | 2011 | |
| dc.department | İnönü Üniversitesi | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.citation | Anderson, D. , Imdieke, S. & Standerford, N. S. (2010). Feedback Please: Studying Self in the Online Classroom . International Journal of Instruction , 4 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5142/70067 | en_US |
| dc.identifier.uri | https://hdl.handle.net/11616/56836 | |
| dc.language.iso | en | en_US |
| dc.relation.ispartof | International Journal of Instruction | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.title | Feedback Please: Studying Self in the Online Classroom | en_US |
| dc.type | Article | en_US |
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