Evolution and online instruction: Using a grounded metaphor to explore the advantageous and less advantageous characteristics of online instruction

Document Type

Article

Journal/Book Title/Conference

Bulletin of Science, Technology, and Society

Volume

26

Issue

5

Publication Date

2006

First Page

378

Last Page

387

Abstract

This research presents a case study of the first-time experience of the instructor-researcher in teaching an online class. Through thematic analysis and grounded metaphor, evolution was identified as the metaphor used to illuminate the emerging themes in creating a narrative. Advantageous and less-than-advantageous characteristics of online instruction were identified. The advantageous characteristics identified were (a) students actively involved in their own education, assessing their own learning and seeking additional information; (b) students constructing knowledge; (c) measured responses by students; (d) an increase in the quality of students work because of open access to peers' work; and (e) students' increases in technological confidence. The less-than-advantageous characteristics found were (a) concerns for clarity, (b) concerns for loss of personal or intimate interactions, and (c) misinterpretations resulting from communicating online. It is hoped that this work will assist the in understanding and the continued investigation of online instruction.

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