A dramaturgical perspective of online learning
Session Abstract
Online education has become an integral part of higher education. This session will use a dramaturgical perspective to present a cognitive reframing of online learning and faculty-student interactions. The session looks ahead at how a reframing could affect online faculty satisfaction.
Target Audience
Adult educators in the online environment, instructional designers, workplace trainers utilizing online training programs, adult educators who will be offering online programs, university, college, and organizational administrators will all find some key takeaways.
Session Description
An interpretive phenomenological study was conducted with online faculty to examine how they perceive and experience presence in their online teaching. The findings were analyzed through the conceptual framework of dramaturgy. The dramaturgical lens presented a new model of online learning and faculty-student interaction.
This session will present a new perspective of online learning as framed by dramaturgy. The dramaturgical framework provides a new understanding of interaction that will help online faculty experience presence. The framework also presents factors that impact faculty experience of presence in the online environment.
Furthermore, the session will consider how a reconceptualization of online teaching can help faculty experience more satisfaction in their online teaching. Finally, the session will explore the implications of this model for faculty who are new to online teaching.