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While much attention is paid to students’ experiences in online courses, there is sparse information regarding the experiences of faculty who teach online. Two university instructors address this gap in the literature and present an analysis of their experiences teaching graduate and undergraduate teacher-education classes at a university in the Midwestern United States. In this collaborative self-study, the authors analyze data consisting of their reflections and discussions, anonymous student surveys, anonymous course evaluations, and online observations by other faculty. They argue that online instruction poses several paradoxes. These paradoxical experiences illuminate the need for additional research about faculty experiences with online teaching. Based on their experiences and research, the authors recommend faculty development in online pedagogy.
Bair et al. (Fri,) studied this question.