Tales from the field: Reviewing three years of online teaching experience by a university course lecturer


  • David Dolly Department of Agricultural Economics & Extension, The University of the West Indies, St. Augustine, Trinidad and Tobago


blended, interaction, online teaching, planning, reinforcement


This paper demonstrates an online teaching experience at an English Speaking Caribbean University. A blended mode of delivery was utilised to help meet the needs of a diverse student population of full time, part time and evening students. Theoretical frameworks espoused by Johnson-Curiskii (2006) and Betts (2009) underpinned the concepts utilised in the study. Johnson-Curiskii attributes incorporating online teaching to good planning and teaching and an ability to generate discussion and interaction. Betts recognises intrinsic factors regarding professional satisfaction and extrinsic factors related to institutional support. During this teaching experience there was a reinforcement of classroom discussion and interaction. There were new approaches to 'old curricula'. Courses had increased communication to and from students. The delivery mode encouraged the practice of meeting prompt deadlines and the ready introduction of topical and global events. In light of the requirements for the course delivery, use of technology competence and access were challenges. Faculty need more institutional support to effectively use this new teaching/learning modality. The study recommends several future research initiatives pertaining to student and faculty readiness, inherent enabling and disabling factors, relationships between participation and success and the impact on group learning.