scholarly journals Trifecta of Student Engagement

2019 ◽  
Vol 13 (2) ◽  
pp. 149-173 ◽  
Author(s):  
Heather J. Leslie
Keyword(s):  
Student Engagement ◽  
Faculty Development ◽  
Online Teaching ◽  
Online Faculty ◽  
Student Centered ◽  
Content Type ◽  
Online Faculty Development ◽  
Teaching Professional Development ◽  
Development Course ◽  
Teaching Professional

Purpose The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively. Design/methodology/approach An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty. Findings After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed. Research limitations/implications This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact. Practical implications Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Social implications Faculty can be more intentional in how they engage students in their online course experience. Originality/value This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

scholarly journals Online Faculty Development and Assessment System (OFDAS)

2006 ◽  
Vol 7 (3) ◽  
Author(s):  
Luis M. Villar ◽  
Olga M. Alegre
Keyword(s):  
Faculty Development ◽  
Online Teaching ◽  
Assessment System ◽  
Degree Programs ◽  
Online Faculty ◽  
Classroom Learning ◽  
Teaching Knowledge ◽  
Faculty Teaching ◽  
Online Faculty Development ◽  
Teaching Attitudes

The rapid growth of online learning has led to the development of faculty inservice evaluation models that are geared towards the demands of quality improvement of degree programs. Based on the best practices of student online assessment, the Online Faculty Development and Assessment System (OFDAS) created at the Canary Islands was designed to serve the dual purpose of faculty development and classroom learning environment assessment. Results of analyses showed that OFDAS maximized the potential of online faculty development to encourage staff to reflect on teaching professional skills. Implications were discussed in terms of emphasizing the process of online teaching knowledge learning and incorporating perspectives to capture a comprehensive view of faculty teaching attitudes and their association with student classroom learning perceptions.

scholarly journals Getting Started With Online Faculty Development

2015 ◽  
Vol 7 (4) ◽  
pp. 671-672 ◽  
Author(s):  
Larry C. Hurtubise ◽  
Teri L. Turner ◽  
Cynthia H. Ledford ◽  
John D. Mahan
Keyword(s):  
Faculty Development ◽  
Online Faculty ◽  
Online Faculty Development

Online Faculty Development

2013 ◽  
Vol 3 (4) ◽  
pp. 24-29
Author(s):  
Chnimay Shah ◽  
Rashmi Vyas
Keyword(s):  
Faculty Development ◽  
Journal Club ◽  
Health Professions ◽  
Health Professions Education ◽  
Online Faculty ◽  
Development Programs ◽  
Online Journal ◽  
Education And Health ◽  
Online Faculty Development ◽  
Medical Educators

Online learning has been found useful for faculty development programs in health professions education. The purpose of this paper is to report the online journal club discussion on the article “Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world” published in The Lancet in 2010. This online discussion was conducted from 15th – 30th August 2012 in the MEU- India Google group. The discussion was divided into two parts and moderated by the authors of this paper. Sixteen medical educators participated in the discussion and there were 63 posts in the two weeks that the paper was discussed. The discussion indicated that there were gaps between health professions education and health needs. Translation of social accountability into action is an important step to bridge this gap. One of the uses of advances in information –technology is to have an online journal club discussion, which could be an effective tool for faculty development.

scholarly journals A case study of trainee teachers' mental models of history teaching before and after an initial history teaching professional development course

2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Charles Adabo Oppong
Keyword(s):  
Professional Development ◽  
Mental Models ◽  
Intervention Strategy ◽  
Cape Coast ◽  
History Teaching ◽  
Trainee Teachers ◽  
Before And After ◽  
Teaching Professional Development ◽  
Development Course ◽  
Teaching Professional

The study compares 28 third-year University of Cape Coast trainee teachers' perceptions and mental models of history teaching before and after an initial history teaching professional development course – the Methods of Teaching History Course – to prepare them to teach history. The History Course was an intervention strategy built around episodic memory theory. The research questions were: Do trainees' perceptions (mental models) of history teaching remain the same or change during the History Course? If they change, how and why? Research involved all 28 trainees before and after they took the course through the use of a questionnaire and vignettes, plus a post-course interview of 12 of the trainees. The researcher used a deductive approach to analyse data about three aspects of the trainees' history teaching mental models: pedagogy, teaching styles as illustrated through classroom organization, and how students learn history. Findings revealed a marked difference between the trainees' pre- and post-course mental models of what school history is and how it should be taught. The trainees' pre-course mental models changed as a result of the knowledge and understanding they acquired during the History Course. A major finding was that such professional development courses need fully to take account of trainees' pre-course conceptions that shape their mental models of history teaching.

scholarly journals Short versus long video-based lectures as a tool for faculty development during COVID-19 pandemic

2021 ◽  
Vol 8 (5) ◽  
pp. 2576
Author(s):  
Ayman Z. Elsamanoudy ◽  
Rasha A. Aboukamer ◽  
Mohammed A. Hassanien
Keyword(s):  
Faculty Development ◽  
Advanced Technology ◽  
Online Faculty ◽  
Audience Engagement ◽  
Average Percentage ◽  
Development Tool ◽  
Online Faculty Development ◽  
The Mean

With emerge of the COVID-19 pandemic, video-based lectures (VBLs) was widely used as an effective online faculty development tool. VBLs varies from short videos (5-minute) to the long one (1-2 hours). So, the current study aims to evaluate the effectiveness of long VBLs versus short VBLs. A total of 21 short (9) and long (12) VBLs were produced, in 2020, by the authors. The metadata for all of VBLs was downloaded from YouTube [VBLs overview data, audiences’ engagement data, and audience retention (AR) report]. The viewership data included the number of views (4800), watch time by hours (173.6), males to females’ ratio (79/21), the number of the subscribers (157), the video length (2.9±1.2 minutes), number of viewers (241.1±157.8), and the watch time (5.1±3.3 hours). The audience retention is presented as average view duration (1.1±0.4 hours) and average percentage view (42.8±7.9%). Lastly, audience engagement is represented by the number of subscribers (6.4±7.4), likes (9.7±8.0), and dislikes (0.3±0.7). The comparison of the mean audience retention and engagement between short and long VBLs showed that short VBLs had significantly higher number of subscribers and likes as well as the average percentage views in comparison to long VBLs. We could conclude that short VBLs are more effective and efficient as a regard audience retention and engagement. Moreover, the more use of advanced technology for video development makes it more engaging.

Comprehensive Faculty Development

2020 ◽  
pp. 25-36 ◽  
Author(s):  
Desiree' Caldwell ◽  
Mary Sortino ◽  
Jill Winnington ◽  
Tiffany J. Cresswell-Yeager
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
Online Teaching ◽  
Development Program ◽  
Direct Result ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Strategic Approach ◽  
Training And Support ◽  
The University

There is a significant need for faculty development and support as it relates to online teaching. Researchers assert that the success of online education may be a direct result of the training and support of the institution's faculty. Higher education institutions implement a variety of online faculty development practices; however, little is known about which practices are seen as the most effective and efficient. In this chapter, the authors propose a strategic approach to building a comprehensive faculty development program that supports and engages online faculty from initial hire and beyond. The purpose of this chapter is to provide new insights to support faculty. The authors identify evidence-based strategies to incorporate adjunct and full-time online faculty into the university community. In addition, the authors share their experiences developing a comprehensive faculty development plan.

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