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
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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Recommended APA Citation
Lewis, K. A. (2018). A Digital Immigrant Venture into Teaching Online: An Autoethnographic Account of a Classroom Teacher Transformed. The Qualitative Report, 23(7), 1752-1772. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss7/19
Cognition and Perception Commons, Educational Psychology Commons, Higher Education and Teaching Commons, Online and Distance Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Scholarship of Teaching and Learning Commons