摘要：Faculty teaching face-to-face (F2F) may dread transitioning to online instruction. While scholars have addressed this trepidation for writing faculty (see Warnock; Hewett and Ehmann), this hesitancy can be compounded for faculty across the disciplines who seek to transform both content and writing assignments from the physical to the digital classroom. Online course management systems (CMS) can hinder this task because these systems employ teacher-centered rather than participatory models (Palmquist 406). In addition, developing online courses requires that faculty modify their current pedagogy, often while continuing to juggle their face-to-face courses. Even for seasoned faculty, preparing and delivering an online course can be time-consuming, taking three times as long as a F2F course (Palloff and Pratt 74). In “Online Teaching and Classroom Change: The Trans-classroom Teacher in the Age of the Internet,” Susan Lowes calls teachers who are transitioning from F2F to online instruction “trans-classroom teachers,” likening them to immigrants “leav[ing] the familiarity of the face-to-face classroom for the uncharted terrain of the online environment, whose constraints and affordances often lead to very different practices.” The immigrant metaphor is apt, as instructors transitioning to digital culture must adapt to new problems, behaviors, languages, attitudes, and identities
