Reflective Practice: Considering the Differences in Teacher Immediacy when a K-12 Teacher Transitions to Online Higher Education
Reflective practice allows for the exploration of ideas to gain new insight about something unexpected or unknown. As a former K-12 classroom teacher, I had the opportunity to transition to higher learning in an online platform, teaching adult learners. What was unexpected about this transition...
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| Format: | Article |
| Language: | English |
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Grand Canyon University
2020-11-01
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| Series: | Journal of Scholarly Engagement |
| Online Access: | https://scholarlyengagement.com/2020/11/30/reflective-practice-considering-the-differences-in-teacher-immediacy-when-a-k-12-teacher-transitions-to-online-higher-education/ |
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| _version_ | 1849391869944922112 |
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| author | Lisa Duryee |
| author_facet | Lisa Duryee |
| author_sort | Lisa Duryee |
| collection | DOAJ |
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Reflective practice allows for the exploration of ideas to gain new insight about something unexpected or unknown. As a former K-12 classroom teacher, I had the opportunity to transition to higher learning in an online platform, teaching adult learners. What was unexpected about this transition were the differences I noticed in immediacy between the two platforms and the types of student. Face-to-face interactions make for easy-to-build relationships, yet I did not anticipate the difficulty in achieving this type of connection in the online classroom. Using John Dewey’s educational insight as a reflective lens, I identified the following three potential reasons that could have contributed to the differences I encountered: the teacher, the learner, and the learning environment. An introspective look at each led to a conceptual exploration and a telling of my story to reflect on my experiences and how they shaped not only the problem posed, but also the ultimate outcome and discoveries along the way. |
| format | Article |
| id | doaj-art-d51cca2dfb9047fba2b10487f8a29e15 |
| institution | Kabale University |
| issn | 2690-7283 2690-7291 |
| language | English |
| publishDate | 2020-11-01 |
| publisher | Grand Canyon University |
| record_format | Article |
| series | Journal of Scholarly Engagement |
| spelling | doaj-art-d51cca2dfb9047fba2b10487f8a29e152025-08-20T03:40:54ZengGrand Canyon UniversityJournal of Scholarly Engagement2690-72832690-72912020-11-0132253410.9743/JSE.2020.3.2.7Reflective Practice: Considering the Differences in Teacher Immediacy when a K-12 Teacher Transitions to Online Higher EducationLisa Duryee Reflective practice allows for the exploration of ideas to gain new insight about something unexpected or unknown. As a former K-12 classroom teacher, I had the opportunity to transition to higher learning in an online platform, teaching adult learners. What was unexpected about this transition were the differences I noticed in immediacy between the two platforms and the types of student. Face-to-face interactions make for easy-to-build relationships, yet I did not anticipate the difficulty in achieving this type of connection in the online classroom. Using John Dewey’s educational insight as a reflective lens, I identified the following three potential reasons that could have contributed to the differences I encountered: the teacher, the learner, and the learning environment. An introspective look at each led to a conceptual exploration and a telling of my story to reflect on my experiences and how they shaped not only the problem posed, but also the ultimate outcome and discoveries along the way.https://scholarlyengagement.com/2020/11/30/reflective-practice-considering-the-differences-in-teacher-immediacy-when-a-k-12-teacher-transitions-to-online-higher-education/ |
| spellingShingle | Lisa Duryee Reflective Practice: Considering the Differences in Teacher Immediacy when a K-12 Teacher Transitions to Online Higher Education Journal of Scholarly Engagement |
| title | Reflective Practice: Considering the Differences in Teacher Immediacy when a K-12 Teacher Transitions to Online Higher Education |
| title_full | Reflective Practice: Considering the Differences in Teacher Immediacy when a K-12 Teacher Transitions to Online Higher Education |
| title_fullStr | Reflective Practice: Considering the Differences in Teacher Immediacy when a K-12 Teacher Transitions to Online Higher Education |
| title_full_unstemmed | Reflective Practice: Considering the Differences in Teacher Immediacy when a K-12 Teacher Transitions to Online Higher Education |
| title_short | Reflective Practice: Considering the Differences in Teacher Immediacy when a K-12 Teacher Transitions to Online Higher Education |
| title_sort | reflective practice considering the differences in teacher immediacy when a k 12 teacher transitions to online higher education |
| url | https://scholarlyengagement.com/2020/11/30/reflective-practice-considering-the-differences-in-teacher-immediacy-when-a-k-12-teacher-transitions-to-online-higher-education/ |
| work_keys_str_mv | AT lisaduryee reflectivepracticeconsideringthedifferencesinteacherimmediacywhenak12teachertransitionstoonlinehighereducation |