scholarly journals AN ANALYSIS OF THE RESEARCH ON FACULTY DEVELOPMENT FOR ONLINE TEACHING AND IDENTIFICATION OF NEW DIRECTIONS

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Cost Effectiveness ◽  
Faculty Development ◽  
Outcome Measures ◽  
Cost Efficiency ◽  
Online Teaching ◽  
Extensive Review ◽  
Development Programs ◽  
Sample Number ◽  
New Directions ◽  
Specific Outcome

This article presents the results of an extensive review of the published literature on faculty development for online teaching. This review included 68 articles and five books, which were reviewed to identify elements of the training and the findings (e.g., theoretical bases, training aims and organization, content of training, nature of sample (number and type of participants), outcome measures used). The emphasis was not on the recommendations of the authors, but the methods of arriving at the findings. The review produced seven insights, from the importance of basing faculty development on theory, the frequency of publications that present models of faculty development for online teaching, the need to disentangle treatments, the need for rigorous evaluations, and the importance of considering individual faculty differences, designing and evaluating faculty development with specific outcome measures, and considering cost (either cost-efficiency or cost-effectiveness) when evaluating faculty development programs.

Introduction to the Special Issue: Faculty Development for Online Teaching

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Stephanie J. Jones ◽  
Katrina A. Meyer
Keyword(s):  
Faculty Development ◽  
Online Teaching ◽  
Development Programs ◽  
Special Issue

As co-editors of this special issue on faculty development for online teaching, we would like to make a few points before readers engage in the articles included in the issue. First, we intended the special issue to include research on faculty development programs, especially research that was based on an appropriate theory. These studies seem especially important given their exploration of the usefulness of theory for creating faculty development activities and evaluating their effectiveness.

scholarly journals A National Survey of Faculty Development Evaluation Outcome Measures and Procedures

2014 ◽  
Vol 18 (3) ◽  
Author(s):  
Katrina A. Meyer ◽  
Vicki S. Murrell
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Focus Groups ◽  
Outcome Measures ◽  
Online Teaching ◽  
National Study ◽  
Evaluation Procedures ◽  
Survey Results ◽  
Evaluation Outcome ◽  
Development Evaluation

This article presents the results of a national study of 39 higher education institutions that collected information about their evaluation procedures and outcome measures for faculty development for online teaching conducted during 2011-2012. The survey results found that over 90% of institutions used measures of the faculty person’s assessment of satisfaction and usefulness of the training; student GPAs were used by only 30% of the institutions. As for how evaluations were conducted, online evaluations were used by 80% of institutions and focus groups were used by 21% of the institutions.

scholarly journals An Analysis of the Cost and Cost-Effectiveness of Faculty Development for Online Teaching

2014 ◽  
Vol 18 (1) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Cost Effectiveness ◽  
Faculty Development ◽  
Marginal Cost ◽  
Online Teaching ◽  
Online Course ◽  
National Study ◽  
Training Content ◽  
The Cost ◽  
Academic Year

This article presents the results of a national study of 39 higher education institutions that collected information about their cost measures used to evaluate faculty development for online teaching as well as decisions they would make to expand, keep, scale back, or eliminate various faculty development activities and contents in a budget-cutting situation. Generally, institutions are more likely to expand low marginal cost training (e.g., online modules) and eliminate training content dealing with tools (e.g., Facebook/Twitter). The two most popular cost measures used are dollars per hours of training provided per academic year and dollars spent per new online course per academic year.

A survey of dental faculty development programs

1986 ◽  
Vol 50 (12) ◽  
pp. 728-730 ◽  
Author(s):  
WH Garbee ◽  
EA Strother ◽  
E Ferraro
Keyword(s):  
Faculty Development ◽  
Development Programs

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

scholarly journals Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic

2020 ◽  
Vol 48 (5) ◽  
pp. 446-449 ◽  
Author(s):  
Zuber D. Mulla ◽  
Valerie Osland-Paton ◽  
Marco A. Rodriguez ◽  
Eduardo Vazquez ◽  
Sanja Kupesic Plavsic
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
El Paso ◽  
Health Centers ◽  
Academic Health Centers ◽  
The Novel ◽  
Development Programs ◽  
Rapid Transition ◽  
Texas Tech University ◽  
Novel Coronavirus

AbstractThe novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, schools, colleges and universities.

scholarly journals Implementation of patient-reported outcome measures and patient-reported experience measures in melanoma clinical quality registries: a systematic review

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e040751
Author(s):  
Zachary Blood ◽  
Anh Tran ◽  
Lauren Caleo ◽  
Robyn Saw ◽  
Mbathio Dieng ◽  
...  
Keyword(s):  
Systematic Review ◽  
Cost Effectiveness ◽  
Outcome Measures ◽  
Cutaneous Melanoma ◽  
Patient Reported Outcome Measures ◽  
Patient Reported Outcome ◽  
Secondary Outcome ◽  
Clinical Quality ◽  
Patient Reported ◽  
Eortc Qlq

ObjectivesTo identify patient-reported outcome measures (PROMs) and patient-reported experience measures (PREMs) in clinical quality registries, for people with cutaneous melanoma, to inform a new Australian Melanoma Clinical Outcomes Registry; and describe opportunities and challenges of routine PROM/PREM collection, especially in primary care.DesignSystematic review.Primary and secondary outcome measuresWhich PROMs and PREMs are used in clinical quality registries for people with cutaneous melanoma, how they are collected, frequency of collection, participant recruitment methods and funding models for each registry.Results1134 studies were identified from MEDLINE, PreMEDLINE, Embase, PsychInfo, Cochrane Database of Abstracts of Reviews of Effects databases and TUFTS Cost-Effectiveness Analysis Registry, alongside grey literature, from database inception to 5th February 2020. Following screening, 14 studies were included, identifying four relevant registries: Dutch Melanoma Registry, Adelphi Real-World Disease-Specific Programme (Melanoma), Patient-Reported Outcomes Following Initial treatment and Long-term Evaluation of Survivorship Registry, and Cancer Experience Registry. These used seven PROMs: EuroQol-5 Dimensions, Functional Assessment of Cancer-General (FACT-G) and FACT-Melanoma (FACT-M), European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire-Cancer 30 (EORTC QLQ-C30), Fatigue Assessment Scale Hospital Anxiety and Depression Scale, Patient-Reported Outcome Measures Information System-29 and one PREM; EORTC QLQ-Information Module 26. PROMs/PREMs in registries were reported to improve transparency of care; facilitate clinical auditing for quality assessment; enable cost-effectiveness analyses and create large-scale research platforms. Challenges included resource burden for data entry and potential collection bias toward younger, more affluent respondents. Feedback from patients with melanoma highlighted the relevance of PROMs/PREMs in assessing patient outcomes and patient experiences.ConclusionsClinical registries indicate PROMs/PREMs for melanoma care can be incorporated and address important gaps, however cost and collection bias may limit generalisability.PROSPERO registration numberCRD42018086737.

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