e-Tutor: A Multilingual Open Educational Resource for Faculty Development to Teach Online

<p class="2">The situation in Ukraine poses severe problems to the higher education system and to students in Eastern Ukraine. Many students and academicians had been compelled to leave their university buildings and move westwards. Hence, they are forced to substitute face-to-face teaching with distance learning, often on a large scale, but within a short span of time and with limited resources. While technical/technological infrastructure often exists, know-how about conducting online teaching and respective faculty development is often found to be lacking. Within the framework of a project funded by the Swiss National Science Foundation (SNSF), a faculty development program developed in Turkey as an Open Educational Resource (e-Tutor) was adopted in three languages (English, Ukrainian, and Russian) to support qualifying university staff in teaching online. e-Tutor comprises of 14 modules, each with various content, covering different aspects of online teaching. In the following note, we briefly present the program along with the context, target group/aims, concept, genesis, initial experiences, and further development.</p>

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THE ILLINOIS ONLINE NETWORK IS MAKING THE VIRTUAL CLASSROOM A REALITY: STUDY OF AN EXEMPLARY FACULTY DEVELOPMENT PROGRAM

Online Learning ◽

10.24059/olj.v7i2.1857 ◽

2019 ◽

Vol 7 (2) ◽

Author(s):

Virgil E. Varvel ◽

Michael Lindeman ◽

Iris K. Stovall

Keyword(s):

Faculty Development ◽

Large Scale ◽

Online Courses ◽

Development Program ◽

Virtual Classroom ◽

Faculty Development Program ◽

Teaching Online ◽

Faculty Teaching ◽

Online Format ◽

The University

The Illinois Online Network (ION) is a faculty development partnership between all forty-eight community colleges in the state of Illinois and the University of Illinois. The goals of the ION program are to help faculty to develop and deliver courses in a completely online format, and also to produce online courses that incorporate best practices for engaging students in discussion and critical thinking. ION accomplishes its goals with a variety of programs, such as the Making the Virtual Classroom a Reality series of online faculty development courses. Evaluation surveys indicate that ION activities have had an impact on the satisfaction and confidence of faculty teaching online courses. This paper examines the programs and resources that ION provides, the effectiveness of the program as a whole, and the lessons ION has learned about providing a large-scale faculty development program.

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Blended Learning From Design to Evaluation: International Case Studies of Evidence-Based Practice

Online Learning ◽

10.24059/olj.v21i3.1252 ◽

2017 ◽

Vol 21 (3) ◽

Cited By ~ 2

Author(s):

Prof. Norman D. Vaughan ◽

Aline Reali ◽

Stefan Stenbom ◽

Marieta Jansen Van Vuuren ◽

David MacDonald

Keyword(s):

Faculty Development ◽

Blended Learning ◽

Teaching Practice ◽

Development Program ◽

Lessons Learned ◽

Learning Needs ◽

Faculty Development Program ◽

International Faculty ◽

Face To Face ◽

Institutional Stakeholders

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution’s vision and mission.

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Comprehensive Faculty Development

Handbook of Research on Creating Meaningful Experiences in Online Courses - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0115-3.ch003 ◽

2020 ◽

pp. 25-36 ◽

Cited By ~ 1

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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A Virtual Medical Faculty Development Program for Remote Teaching, Pilot for Replication

10.21203/rs.3.rs-73257/v1 ◽

2020 ◽

Author(s):

Nagwa Nashaat Hegazy ◽

Saeed S.A Soliman ◽

Samar A Ahmed ◽

Marwa M Ahmed

Keyword(s):

Faculty Development ◽

Generation X ◽

Online Teaching ◽

Development Program ◽

Medical Faculty ◽

Faculty Members ◽

P Value ◽

Faculty Development Program ◽

Significant Difference ◽

Teaching Learning

Abstract Background: Due to COVID 19 pandemic, several universities have experienced a paradigm shift from classroom to online teaching/ learning. The digital transformation of learning management systems has become a necessity rather than a luxury. Especially baby boomers and generation x may struggle to cope with the challenging transformation; hence there is a dire need for a faculty development program to achieve the goal of that transformation and bridge the gaps in faculty’s technology skills and competencies. Objectives: The primary purpose of the virtual medical faculty development program (VFDP) is to equip educators with technology competencies shown to be conducive to remote online learning. Methodology: An interventional prospective study was held in a university setting. A need analysis was conducted to prioritize the critical technological skills of for faculty members. Based on this analysis, only the indispensable skills that participating faculty members were expected to acquire were included in the program. From each department, 3- 4 Faculty participants were recruited to join in the program with an overall 93 enrolled participants from 26 departments in the Medical School . The intervention comprised five sessions, a session every other day, and lasted for ten days. The Kirkpatrick model was utilized to evaluate the program. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). Conclusion: The virtual medical faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning.

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Flipped learning in faculty development programs: opportunities for greater faculty engagement, self-learning, collaboration and discussion

Turkish Journal of Biochemistry ◽

10.1515/tjb-2021-0071 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Yusuf Yılmaz ◽

Süleyman Ayhan Çalışkan ◽

Şükran Darcan ◽

Feyza Darendeliler

Keyword(s):

Faculty Development ◽

Development Program ◽

Faculty Members ◽

Learning Approach ◽

Flipped Learning ◽

Pediatric Endocrinology ◽

Faculty Development Program ◽

Face To Face ◽

The Impact ◽

Self Learning

Abstract Objectives This study aimed to evaluate the impact of flipped learning in faculty development program (FDP) dedicated for developing key-feature questions (KFQs), and to compare examinees’ success and their opinions for the KFQs in a board exam. Methods The study group consisted of two cohorts – Pediatric Endocrinology and Diabetes Society Board members (n=11) and Pediatric Endocrinology Subspecialty 2019 Board Examination examinees (n=22). We used flipped learning approach to develop KFQs. This entailed writing KFQs while learning took place online. The discussion and refinement of the questions for the exam were done during the face-to-face meeting. At the end, feedback was taken from both cohorts. Results The faculty members developed 14 KFQs during the flipped learning process. They found the training useful (Md=9, IQR=1), and expressed high satisfaction (Md=9, IQR=1) for flipped learning approach. According to the faculty members, peer review was an important step in the flipped learning instructions for revising and improving the KFQs. Conclusions A successful intervention of flipped learning approach has been tested in a FDP dedicated for KFQ writing. During flipped learning, the board (faculty) members were more engaged, motivated for self-learning and collaboration, and encouraged for robust face-to-face discussions.

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Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development

Online Learning ◽

10.24059/olj.v16i2.257 ◽

2012 ◽

Vol 16 (2) ◽

Author(s):

Aimee DeNoyelles ◽

Clara Cobb ◽

Denise Lowe

Keyword(s):

Faculty Development ◽

Online Courses ◽

Development Program ◽

Future Research ◽

Course Development ◽

Faculty Development Program ◽

Face To Face ◽

Development Goals ◽

Learning Principles ◽

Seat Time

This paper describes the redesign of a faculty development program at a large public university that transitioned from weekly face-to-face meetings to a version that reduced seat time by half. Focus is on course development activities in which individual faculty began designing and developing their online courses. Survey data was collected and analyzed from two “pre-revision” and two “post-revision” versions of the faculty development program to assess the satisfaction with the course and perceptions about faculty course development progress. Results indicate that faculty expressed a higher overall satisfaction with the “post-revision” program and expressed stronger perceptions about their ability to develop their online courses. This is attributed to three reasons; first, there was a balance of autonomy and support; second, an emphasis on adult learning principles to support content creation; and third, a shift from individual to community. Implications for practice are shared and recommendations for future research are proposed in the conclusion.

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ASSESSMENT OF A MULTINATIONAL ONLINE FACULTY DEVELOPMENT PROGRAM ON ONLINE TEACHING: REFLECTIONS OF CANDIDATE E-TUTORS

Turkish Online Journal of Distance Education ◽

10.17718/tojde.285708 ◽

2017 ◽

Vol 18 (1) ◽

pp. 22-22 ◽

Cited By ~ 2

Author(s):

Muge ADNAN ◽

Filiz KALELIOGLU ◽

Yasemin GULBAHAR

Keyword(s):

Faculty Development ◽

Online Teaching ◽

Development Program ◽

Online Faculty ◽

Faculty Development Program ◽

Online Faculty Development

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Applying Addie Model To Evaluate Faculty Development Program

Issues and Ideas in Education ◽

10.15415/iie.2018.61001 ◽

2018 ◽

Vol 6 (1) ◽

pp. 11-28

Author(s):

ATUL BAMRARA ◽

Keyword(s):

Faculty Development ◽

Development Program ◽

Faculty Development Program ◽

Addie Model

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47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2807 ◽

2007 ◽

Vol 30 (4) ◽

pp. 53

Author(s):

D. Richardson ◽

I. Silver ◽

A. Dionne

Keyword(s):

Program Evaluation ◽

Faculty Development ◽

Program Effectiveness ◽

Teaching Practice ◽

Journal Club ◽

Development Program ◽

Faculty Development Program ◽

Stepping Stones ◽

Certificate Program ◽

The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

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