This paper presents an autoethnographic account of a classroom teacher’s experience transitioning to teaching online within the shifting culture of academe in the 21st Century. After decades as a classroom teacher, the author engages in autoethnography to reflexively analyze her challenging transition to teaching online. The author examines her perspectives, beliefs, thought process, learning, and development. Findings regarding her new way of teaching, thinking, and living as an online instructor may provide insights for others in academe.


Autoethnography, Online Instruction, Transformative Learning, Teaching, Higher Education

Author Bio(s)

Karin Ann Lewis, PhD is an Assistant Professor of Educational and Counseling Psychology in the College of Education and P-16 Integration at the University of Texas Rio Grande Valley. Correspondence regarding this article can be addressed directly to: karin.lewis@utrgv.edu.


With gratitude, I want to express my heartfelt appreciation for my students and my colleagues who have embarked on this learning journey with me. Thank you for your patience and support.

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Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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