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Not everyone should try to be an online teacher.
This study examined the pedagogy of three online teacher professional development (oTPD) modules.
An online teacher training program was followed by 73 academics from nine higher educational institutions.
For an example of collaborative learning blogging and online teacher marking, visit Sarah Findlater's blog.
Online teacher training programmes and "training hubs" have been designed to reach teachers in areas that are particularly dangerous.
Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s).
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This qualitative case study examines teachers' perspective transformation in our course to understand the nature of effective online teacher-to-teacher discussions.
Without substantial improvements in online teacher-student interaction, it is likely that students will continue to prefer face-to-face courses in subjects they perceive as more challenging or incompatible with the online format.
The online teachers are faculty members and business owners.
Online teachers reported that these adaptive modules could support their online teaching effectively.
This article explores the challenges online teachers face in establishing a teaching persona.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com