A Digital Immigrant Ventures into Teaching Online: An Autoethnographic Account of a Classroom Teacher Transformed

Location

1048

Format Type

Event

Format Type

Paper

Start Date

January 2019

End Date

January 2019

Abstract

This paper presents an autoethnographic account of a traditional 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.

The author will present her paper, process, and perspectives on the importance of autoethnography in academia for exploring influences on learning and teaching as power and knowledge brokering in education, and how autoethnography has informed her subsequent collaborative work with colleagues who also leverage autoethnography and qualitative methods, endeavoring to contribute to transdisciplinary discourses of diverse topics, transcend paradigms, challenging ourselves and others to think differently.

Keywords

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

Comments

My proposal submission is in response to a May 26, 2018 email indicating acceptance for publication of MS #3036 - The Qualitative Report Volume 23, Number 7 and the invitation to present my paper and share my work as part of a panel at the Tenth TQR Annual Conference January 16-18, 2019 on the Nova Southeastern University main campus in Fort Lauderdale, Florida.

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A Digital Immigrant Ventures into Teaching Online: An Autoethnographic Account of a Classroom Teacher Transformed

1048

This paper presents an autoethnographic account of a traditional 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.

The author will present her paper, process, and perspectives on the importance of autoethnography in academia for exploring influences on learning and teaching as power and knowledge brokering in education, and how autoethnography has informed her subsequent collaborative work with colleagues who also leverage autoethnography and qualitative methods, endeavoring to contribute to transdisciplinary discourses of diverse topics, transcend paradigms, challenging ourselves and others to think differently.