International Journal for the Scholarship of Teaching and Learning
Volume 3, Number 2, July 2009
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Perspectives on Online Teaching and Learning: A Report of Two
Novice OnlineEducators
Population growth (Broad, 1997), institutional competition
(Daniel & Cox, 2002), and changing learner needs (Willis, Tucker,
& Gunn, 2003) are among the issues influencing the increase in online
teaching and learning. Related to this, emergent and expanding distance
learning technologies have subsequently pitted “brick and mortar”
against “on-line” paradigms. This has resulted in a need
for research to clarify the relevance, effectiveness, restrictive and
facilitative dimensions of online courses. For example, faculty are
increasingly expected and encouraged to develop and teach online courses
often with misperceptions about required pedagogical skills and without
adequate support and preparation (Choi & Park, 2006). This qualitative
study is ...
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Dennis Conrad
State University of New York-Potsdam
Potsdam, New York, USA
conradda@potsdam.edu
I am an associate professor at the State University of New York-Potsdam. I teach primarily graduate courses in pedagogy and leadership related to disability and learner differences. My research interests explore the intersection of disability, difference, and social justice with a focus on Caribbean and minority perspectives. My professional development emerged through experiences as teacher, special educator, and school principal prior to college teaching in the United States. I completed my Ph.D. at Virginia Tech, and other degrees and certificates at Sheffield University (UK), the University of London (UK), and Mausica Teachers College in Trinidad.
Joan Pedro
University of Hartford
Hartford, Connecticut, USA
pedro@hartford.edu
I am an Associate Professor and Associate Dean of the College of Education, Nursing and Health Professions at University of Hartford. I am also the Coordinator of Teacher Education. I hold a Ph.D. in Education in curriculum and instruction from Virginia Polytechnic and State University (Virginia Tech). I teach courses in educational foundations, teaching pedagogy and assessment. My research interest centers around teacher education and reflective practice. I also conduct research in literacy and multicultural education. In the last year I was chosen as one of fifteen women leaders at the University to take part in year-long leadership initiative.