Chapter 10: Exploring The Transition Into Hybrid and Online College Teaching Through Collaborative Self-Study:

Using positioning theory, narrative inquiry, and self-study of teaching, two special education professors share the catalysts and conflicts encountered as they consider the implications of responding to the increased demand for online courses. Using music, poetry, fiction and personal stories, they illustrate their positions on and reflections of transitioning towards online and hybrid courses within an inclusive milieu.

As asserted by Bair and Bair (2011), and supported by Fain (2014) among others, it appears that online instructional technology is pushing faculty rather than being driven by them. Hill (2014) asserts that higher education institutions need to note this significant shift, impacted on by fully online “for profit” along with some non-profit institutions. Through the development of master courses, ownership has shifted from individual faculty members to the institution itself.