Reflecting: Faculty Application as a Doctoral Learner

Abstract

Online instruction is an alternative to the traditional classroom setting yet without intentional planning and design, students may feel isolated and alone. Intentional strategies within a learning management system allow faculty members to put research-based theory into practice. While studying for my doctoral degree it was unexpected how the new learning and experiences would inform my role as an online faculty member. This article presents a reflective perspective of how ideas and knowledge gained through doctoral learning informed the practice of online instruction leading to the contribution of ideas and collaboration with fellow scholars. Utilizing the reflective practice criteria established by Dewey, evidence supports personal, academic, and professional growth.

Keywords: connection, online learning, isolation, faculty practice, doctoral learner, sense of community, reflective practice 

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