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Tertiary Online Teaching and Learning pp 161–167Cite as

The Authentic Online Teacher—Practical Insights from Rogers’ Person-Centred Approach

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Abstract

In a rapidly changing world, good education should foster curiosity, absorption, adaptability, and lifelong learning. In online education, authenticity is likely one important attribute that can help facilitate this higher form of learning. In this chapter, I briefly discuss the conceptualisation of authenticity, highlighting issues that may have thwarted research in this area. This chapter will also attempt to highlight the importance of authenticity and suggest that it is one of the basic elements of good teaching, particularly online teaching, that should not be forgotten as education moves forward into this new frontier. Lastly, this chapter will discuss the challenges of authenticity in online education and suggest ways in which it can be enhanced.

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Authors and Affiliations

  1. Australian College of Applied Psychology, Melbourne, Australia

    Christopher J. Holt

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  1. Christopher J. Holt
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Correspondence to Christopher J. Holt .

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Editors and Affiliations

  1. University of Melbourne, Melbourne, Australia

    Stephen McKenzie

  2. Monash University, Melbourne, VIC, Australia

    Filia Garivaldis

  3. King’s College London, London, UK

    Kyle R. Dyer

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Holt, C.J. (2020). The Authentic Online Teacher—Practical Insights from Rogers’ Person-Centred Approach. In: McKenzie, S., Garivaldis, F., Dyer, K.R. (eds) Tertiary Online Teaching and Learning. Springer, Singapore. https://doi.org/10.1007/978-981-15-8928-7_14

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  • DOI: https://doi.org/10.1007/978-981-15-8928-7_14

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-8927-0

  • Online ISBN: 978-981-15-8928-7

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