Teaching in an Online Community of Inquiry: Faculty Role Adjustment in the New Higher Education

Abstract

The role change required to integrate new teaching technology into the role of faculty is unequivocally linked to the pedagogical requirements embedded in creating a community of inquiry – online, face-to-face or both. The perceived space, and transition process, available to move new teaching strategies into the current role of faculty in higher education rests on one hand with faculty themselves and in the other in the context in which faculty work. This paper considers both.