Abstract
The purpose of this study was to analyze the impact of active reflection and collaboration as a method to improve teacher effectiveness in the online environment in higher education. While there is no universally accepted definition of effective teaching for higher education, there is research that supports effective online teaching. These principles, paired with research on active reflection and collaboration, provided a foundation for this case study that resulted in determining that active reflection during teaching improved practice.
This is an original work
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This work has not been previously published
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Recommended Citation
Fabry, D., & Elder, D. (2013). Improving Online Teaching Effectiveness through Reflection and Collaboration. Perspectives In Learning, 14 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol14/iss1/5
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Curriculum and Instruction Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons