Date of Award

6-8-2012

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

English

First Advisor

Patrick Bizzaro, Ph.D.

Second Advisor

Sedef Smith, Ph.D.

Third Advisor

Christopher Kuipers, Ph.D.

Abstract

This dissertation examines the type of training currently available to potential online instructors in order to generate a graduate-level degree program design effectively offering online pedagogy. Current online teacher training is largely based on acquisition of technological skills, such as mastering the operational components of a platform (Blackboard, Moodle, D2L), however, current scholars are now demonstrating that platform-only training is insufficient and does not provide online instructors with a metacognitive understanding of pedagogy unique to online classrooms. Using Krashen and Gee's definitions of acquisition and learning, this dissertation identifies online teacher training as a movement of New Literacy Studies. The results from analyzing multiple data sources demonstrate that a balance of technological acquisition and pedagogical learning provides an appropriate framework for creation of a graduate-level program in online pedagogy. This research also demonstrates that online pedagogy is a unique field of study and cannot rely on definitions, behaviors, or training designed for face-to-face instructors.

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