Becoming a virtual professor: Pedagogical roles and ALN

Document Type

Article

Publication Date

1-1-2001

Abstract

This paper presents a qualitative study of role changes that occur when faculty become virtual professors. In 20 semi-structured interviews of faculty, coded with pattern analysis software, the authors captured role changes enacted by instructors in ALN settings-cognitive roles, affective roles, and managerial roles. The cognitive role, which relates to mental processes of learning, information storage, and thinking, shifts to one of deeper cognitive complexity. The affective role, which relates to influencing the relationships between students, the instructor, and the classroom atmosphere, required faculty to find new tools to express emotion, yet they found the relationship with students more intimate. The managerial role, which deals with class and course management, requires greater attention to detail, more structure, and additional student monitoring. Overall, faculty reported a change in their teaching persona, towards more precision in their presentation of materials and instructions, combined with a shift to a more Socratic pedagogy, emphasizing multilogues with students.

Identifier

0034979376 (Scopus)

Publication Title

Proceedings of the Hawaii International Conference on System Sciences

External Full Text Location

https://doi.org/10.1109/HICSS.2001.926183

ISSN

10603425

First Page

3

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