Faculty Lived Experiences in the Online Environment

Abstract

This phenomenological study investigated the meaning of the online teaching experience of college faculty when there was an absence of physical presence. Findings show that the online experience brings new dimensions to the teaching practice when there is an absence of physical presence: (a) The length and depth of engagement during the delivery of the course differs from face-to-face teaching and (b) the experience is rewarding in new ways. Practical implications are suggested for adult education related to teaching improvement and instructional design.