Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

A Year-Round Professional Development Model for World Language Educators

2009 ◽  
Vol 42 (2) ◽  
pp. 195-209 ◽  
Author(s):  
Tracy M. Steele ◽  
Margaret D. Peterson ◽  
Duarte M. Silva ◽  
Amado M. Padilla
Keyword(s):  
Professional Development ◽  
Development Model ◽  
World Language ◽  
Professional Development Model

PHOTON2: A web-based professional development model for photonics technology education

2004 ◽  
Author(s):  
Nicholas M. Massa ◽  
Barbara A. Washburn ◽  
Marijke Kehrhahn ◽  
Judith F. Donnelly ◽  
Fenna D. Hanes
Keyword(s):  
Professional Development ◽  
Technology Education ◽  
Development Model ◽  
Web Based ◽  
Professional Development Model

scholarly journals Improved Professional Development Through Teacher Leadership

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Wesley D. Hickey ◽  
Sandra Harris
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Exemplary Teachers ◽  
Development Model ◽  
Faculty Effectiveness ◽  
Professional Development Model ◽  
Teaching Faculty ◽  
The Impact

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.  

Learning to Teach Online

2016 ◽  
pp. 2092-2113
Author(s):  
Christina M. Tschida ◽  
Elizabeth M. Hodge ◽  
Steven W. Schmidt
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Courses ◽  
Rapid Expansion ◽  
Pedagogical Issues ◽  
State University ◽  
Faculty Professional Development ◽  
Course Content ◽  
Face To Face ◽  
Institutions Of Higher Learning

The rapid expansion of distance education in higher education has left a high demand for faculty willing to design and teach online courses, often with little or no training. The path from face-to-face to online courses is not an easy one and can be filled with frustration and doubt for many faculty. Professional development often focuses on technology tools rather than pedagogical issues of online learning or course content. This chapter focuses on research that examines the experience of several faculty from the college of education at a state university in the Southeast United States, as they learned to teach online. It presents their negotiations of issues of online platform and pedagogy and their efforts to find professional development to meet their needs. The implications for institutions of higher learning are important as distance education continues to increase and more and more faculty are asked (or told) to transfer their courses online.

Designing a cMOOC for Lecturer Professional Development in the 21st Century

2016 ◽  
pp. 1930-1950
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan ◽  
Victorio Burcio-Martin
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Development Strategy ◽  
21St Century ◽  
Learning Technologies ◽  
Development Model ◽  
Pedagogical Practice ◽  
Professional Development Model ◽  
Media Learning ◽  
Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

A Holistic Professional Development Model

2017 ◽  
pp. 259-284
Author(s):  
Julie Ellen Golden ◽  
Victoria Brown
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Program Planning ◽  
Future Research ◽  
Faculty Professional Development ◽  
Web Based ◽  
Online Curriculum ◽  
Professional Development Model ◽  
E Learning ◽  
Faculty Transition

Institutions struggle to develop online curriculum that meets increasing student demands for online education. The explosive growth of online learning necessitates that many higher education faculty transition from a traditional classroom to a web-based format, sometimes with little or no training. This chapter describes a holistic online faculty professional development (PD) model developed through use of a concerns-based adoption model (CBAM). The CBAM model provides an affective and behavioral lens for managing change. Through two of CBAM's components called stages of concern and levels of use, a PD plan was constructed that approaches the transition to distance learning as an ongoing process rather than simply as technology training. The holistic PD model considers each faculty member as an individual with unique needs. Components of the PD model and new Center for E-Learning (CeL) development and program building are explained. Impact on faculty and students and recommendations for program planning and future research are included.

Applying a Teaching Decision Cycle to the Design of Online Learning Within Faculty Professional Development

2018 ◽  
pp. 21-39 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
College Instructors ◽  
Faculty Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Decision Cycle ◽  
Online Setting ◽  
Virtual Setting ◽  
Teaching Decisions

Higher education instructors who will be teaching online for the first time need institutional assistance. Migrating a face-to-face course to an online setting requires some understanding of the differences in a physical and virtual setting. This chapter proposes that the design of courses for online delivery can be facilitated by professional development in which instructional design is used to examine important teaching decisions. A framing of instructional design for college instructors, the teaching decision cycle (TDC), prompts a re-examination of assumptions and F2F teaching decisions. A three-day professional development event is laid out in which the TDC is used to structure instructor re-thinking and designing of a F2F course to a new online or hybrid course. Research opportunities along five categories are suggested.

Designing a cMOOC for Lecturer Professional Development in the 21st Century

2016 ◽  
pp. 507-525
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan ◽  
Victorio Burcio-Martin
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Development Strategy ◽  
21St Century ◽  
Learning Technologies ◽  
Development Model ◽  
Pedagogical Practice ◽  
Professional Development Model ◽  
Media Learning ◽  
Up Scaling

This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.

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