Presenters
- Merve Basdogan, Texas Tech University
- Zulfukar Ozdogan, Indiana University
Description
This study examines faculty members’ lived experiences during their first year transitioning from Blackboard to Canvas, focusing on how this shift influenced their perceptions of online teaching and instructional practices. Through interviews and course reviews, we explored how faculty interpreted the transition, adapted their teaching strategies, and redefined their roles in online education.
Findings indicate that
- the transition initially caused pedagogical disorientation, leading faculty to question long-standing instructional routines,
- Canvas’s modular design improved course structure, fostering greater personalization and flexibility, and
- faculty struggled with the unfamiliar Rich Content Editor and external tools but gradually developed digital agency through experimentation.
Additionally, faculty adopted a content- and activity-oriented approach rather than an objective-driven design. The findings will be discussed in terms of the Backward Design approach.
