From face-to-face teaching to online teaching: Pedagogical transitions

摘要: This paper will share the experiences of two instructors as they moved from teaching in a face-to-face environment to blended and then online teaching. It describe four year journey shed light on issues, perspectives practices reflected changes their pedagogical practice resulting student engagement. Data included three 1-hour interviews an analysis discussion postings. The values, beliefs assumptions about learning. As higher education has embraced way reduce costs, increase flexibility, enhance access students it is important gain understanding perceptions moving into study found change presence initial resistance approach which mindful experience promotes dialogical