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

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.

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

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.

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

2017 ◽  
Vol 21 (3) ◽  
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.

Developing TPACK Understanding Through Experiential Faculty Development

2019 ◽  
pp. 224-256
Author(s):  
Michelle Fulks Read ◽  
Gwendolyn M. Morel ◽  
Tamarin Butcher ◽  
Ann Evans Jensen ◽  
Jesse M. Lang
Keyword(s):  
Faculty Development ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Development Program ◽  
Faculty Development Program ◽  
Faculty Knowledge ◽  
E Learning ◽  
Degree Of Confidence ◽  
Beliefs And Attitudes

The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty's degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants' TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.

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

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Christian Rapp ◽  
Yasemin Gülbahar ◽  
Müge Adnan
Keyword(s):  
Faculty Development ◽  
Online Teaching ◽  
Large Scale ◽  
Development Program ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Faculty Development Program ◽  
Technological Infrastructure ◽  
Higher Education System ◽  
Face To Face

<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>

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

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.

scholarly journals Educational Leadership in Teaching Excellence (EnLITE): A Peer-Driven Faculty Development Program

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea C. Buchholz ◽  
Janet Wolstenholme ◽  
Jeji Varghese ◽  
J. Andrew Robinson ◽  
Jennifer Spencer ◽  
...  
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Development Program ◽  
Future Research ◽  
Faculty Development Program ◽  
Teaching Excellence ◽  
Approach To Teaching ◽  
One Year

Educational Leadership in Teaching Excellence (EnLITE) is an 11-month faculty development program at the University of Guelph, Ontario. Created and led by faculty members and educational developers, EnLITE is designed to engage participants in the principles, practice and theory of teaching and learning in higher education and to promote a learner-centred approach to teaching. Participants critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with one or more teaching mentors; engage in peer classroom observation; and participate in other teaching-related activities informed by their individual learning plans. Our objective was to determine the perceived impact of EnLITE on participants’ teaching-related practices and experiences. We collected pre-, post- and one-year post-program quantitative and qualitative survey responses from each of the 2014-2015, 2015-2016 and 2016-2017 EnLITE cohorts (N = 17 participants representing a variety of disciplines; 71% female). There were significant improvements in participants’ perceived teaching practices related to critical self-reflection (13% increase from pre- to one-year post-program), student engagement (+28.2%), collaborative learning (+31%) and learner-centred pedagogy (+22.9%, all p < 0.05). There was little to no change in use of technology, student assessment, leadership, participation in communities of practice, or dissemination of teaching-related scholarship. These results provide empirical evidence of the effectiveness of a peer-driven faculty development program in promoting a learning-centred approach to teaching. Future research should determine whether these changes translate into improved student learning, and whether such programs demonstrate longer term improvements in engagement in teaching-related leadership, communities of practice and dissemination.

Blending in the Bronx: The Dimensions of Hybrid Course Development at Bronx Community College

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Howard Wach ◽  
Laura Broughton ◽  
Stephen Powers
Keyword(s):  
Community College ◽  
Instructional Technology ◽  
Faculty Development ◽  
Peer Mentoring ◽  
Development Program ◽  
Course Development ◽  
Faculty Development Program ◽  
Hybrid Course ◽  
Blended Courses

To support the growth of its blended courses, Bronx Community College (BCC) initated a faculty development program. This paper describes the program including Workshop Activities, Peer Mentoring, Instructional Technology Tutors, and Documentation and Assessment.

scholarly journals Developing an IT Course for Emerging Technologies Using a Framework – An Example of an IoT Course V1.0

10.28945/4521 ◽  
2020 ◽  
Author(s):  
Norman Van Wyk ◽  
Kevin A. Johnston ◽  
Klaus Moeller ◽  
Florian Haas
Keyword(s):  
Course Design ◽  
Emerging Technologies ◽  
Online Courses ◽  
Future Research ◽  
Course Development ◽  
Analysis Process ◽  
Development Framework ◽  
Motivational Model ◽  
Learning Principles ◽  
Do So

Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. The framework was tested by using it to build and deliver an IoT course. Contribution: The Framework could be used to support academics who have to create and develop IT courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom’s Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendation for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development.

scholarly journals Measuring institutional transformation: a multifaceted assessment of a new faculty development program

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David E. Favre ◽  
Dorothe Bach ◽  
Lindsay B. Wheeler
Keyword(s):  
Faculty Development ◽  
Teaching Practices ◽  
Course Design ◽  
Development Program ◽  
Data Sources ◽  
Future Research ◽  
Faculty Development Program ◽  
New Faculty ◽  
Content Type ◽  
Teacher Professional Knowledge

PurposeThis study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.Design/methodology/approachThis study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.FindingsFindings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.Research limitations/implicationsDue to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.Originality/valueThis study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

Sign in / Sign up

Export Citation Format

Share Document