![](https://d3ilqtpdwi981i.cloudfront.net/TYUEUzYrGiIMVU96dFfaQcQVr_I=/425x550/smart/https://bepress-attached-resources.s3.amazonaws.com/uploads/fa/68/d5/fa68d5a8-fd21-4e15-9e80-0daa32457ac0/thumbnail_a21db00c-3fb4-4896-a888-7ad10c398679.jpg)
Article
"I'm Not Teaching Them Per Se": Designing and Delivering Asynchronous Undergraduate Online STEM Courses
Innovative Higher Education
(2024)
Abstract
Although online courses have been a part of academia for nearly 30 years, they are still perceived as “different” than face-to-face instruction. Through in-depth interviews with four instructors, we explored how STEM faculty approach teaching asynchronous online undergraduate STEM courses. The faculty interviewed for this study viewed online courses as “not regular class[es]” and teaching those classes as “not teaching per se.” Each of the instructors had assumptions about what a classroom was and about good instruction, but even for instructors who taught online for multiple years, those assumptions remained grounded in the face-to-face environment. There is a need for greater discussion about what it means to teach in an online environment.
Disciplines
Publication Date
2024
DOI
10.1007/s10755-023-09670-9
Citation Information
Regina L Garza Mitchell, Whitney DeCamp, Brian Horvitz, Megan Grunert Kowalske, et al.. ""I'm Not Teaching Them Per Se": Designing and Delivering Asynchronous Undergraduate Online STEM Courses" Innovative Higher Education Vol. 49 (2024) p. 91 - 111 Available at: http://works.bepress.com/Whitney-DeCamp/64/
Creative Commons license
![Creative Commons License](https://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons CC_BY International License.