A digital immigrant venture into teaching online: An autoethnographic account of a classroom teacher transformed

Abstract

This paper presents an autoethnographic account of a classroom teacher’s experience transitioning to teaching online within the shifting culture of academe in the 21st Century. After decades as a classroom teacher, the author engages in autoethnography to reflexively analyze her challenging transition to teaching online. The author examines her perspectives, beliefs, thought process, learning, and development. Findings regarding her new way of teaching, thinking, and living as an online instructor may provide insights for others in academe.