THE IMPACT OF ONLINE TEACHING ON HIGHER EDUCATION TEACHER'S PROFICIENT PERSONALITY AND THE ROLE OF TECHNOLOGY

The central ideal of this exploration is to explore how online literacy is changing both preceptors and the teaching profession in advanced education. As part of this investigation, I delved the impact of online teaching on the professional personality of preceptors who have transitioned to the online classroom. I also considered the part played by technology in this process. Previous exploration has shown that developing a stable teaching personality is a crucial element in schoolteacher retention (Danielewizc, 2001), as well as a critical contributor to success and effectiveness in the classroom (Alsup, 2005; Day etal., 2006). I contend that a stable teaching personality is inversely important for online preceptors.

Alsup argues that, when brazened with circumstances at odds with important aspects of their beliefs about teaching and literacy, preceptors initiate a process of professional uniqueness renegotiation in order to resolve the conflict caused by the discordant circumstances at hand (Alsup, 2005). This is likely to be particularly true for online preceptors. A teaching and literacy experience deprived of face-to- face relations is a major source of conflict. In order to successfully acclimate to the unique conditions of the online classroom, preceptors need to rethink   beliefs and values about what it means to be a schoolteacher, both virtually and theoretically.