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.

scholarly journals Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Peter Shea ◽  
Alexandra Pickett ◽  
Chun Sau Li
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Development ◽  
Diffusion Of Innovation ◽  
Online Teaching ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Access To Higher Education ◽  
Innovation Research ◽  
Discipline Area

<p>Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

scholarly journals A National Study of Training Content and Activities for Faculty Development for Online Teaching

2014 ◽  
Vol 18 (1) ◽  
Author(s):  
Katrina A. Meyer ◽  
Vicki Murrell
Keyword(s):  
Faculty Development ◽  
Learning Styles ◽  
Student Learning ◽  
Online Teaching ◽  
Online Community ◽  
National Study ◽  
Training Content ◽  
Training Activities ◽  
Assessment Of Student Learning ◽  
And Training

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the institutions) was assessment of student learning, followed by creating online community (91.1%), and training on the institution’s CMS, student learning styles, and instructional design models (all at 84%). Most frequent training activities (over 90% of institutions) were the workshop, one-on-one training, short sessions, hands-on training, one-time training, and creating an online course. Interesting differences by Carnegie institution type were found, perhaps explained by developers placing more value on teaching pedagogies than tools.

scholarly journals Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective

2021 ◽  
Vol 12 (2) ◽  
pp. 148-168
Author(s):  
Elizabeth J. Cook ◽  
Linda Crane ◽  
Shelley Kinash ◽  
Amy Bannatyne ◽  
Joseph Crawford ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Doctoral Students ◽  
Postgraduate Education ◽  
Student Experiences ◽  
National Study ◽  
Postgraduate Student ◽  
Academic Aspirations ◽  
Postgraduate Students ◽  
Practical Recommendations

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students’ development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.

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.

scholarly journals Online Continuing Professional Development: An integrative approach

2019 ◽  
Author(s):  
Angelica Risquez ◽  
Dara Cassidy ◽  
Gearóid Ó Súilleabháin ◽  
Roisin Garvey ◽  
Sinead Spain
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Teaching ◽  
Continuing Professional Development ◽  
Integrative Approach ◽  
Design Development ◽  
Teaching Online ◽  
Practice Approach ◽  
Survey Results ◽  
Very High

This paper reports on the design, development, delivery and evaluation of an online continuing professional development (CPD) course in the area of online teaching by three Irish Higher Education Institutes (HEIs). The course was developed in the context of a nationally coordinated effort to promote CPD of those that teach in Higher Education through digital badges. Survey results suggest a very high overall satisfaction rate with the course as a whole, increased levels of knowledge and confidence in relation to teaching online, and also intended transference to practice. While the external motivator of demonstrating engagement through the digital badge arose in the surveys and focus groups, it did not feature particularly strongly. Implications for CPD are discussed in relation to internal and external drivers and motivations around CPD for higher education teachers, and the need for opportunities for participants to interact and engage in the manner reminiscent of a community of practice approach.

Helping Faculty Design Online Courses in Higher Education

2010 ◽  
pp. 779-794
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Adult Development ◽  
Online Teaching ◽  
Online Courses ◽  
Use Of Technology ◽  
Emerging Trends ◽  
Technology And Assessment ◽  
Faculty Transition

The steady growth of online education has created increasing demands for faculty to design and teach online courses. At issue is the limited pedagogical preparation of higher education faculty hindering motivation to participate or the quality of their online teaching experiences. To address this issue faculty development supports are needed to help faculty transition into online teaching. This article provides an overview of related issues and a sample of emerging faculty development models followed with a description of a promising model integrating design, pedagogical, use of technology, and assessment considerations and adult development, learning, and planning principles. Emerging trends stemming from the review of related issues are also highlighted.

Attitudes, Beliefs, and Practices Regarding Asthma Care Among Providers and Adult Asthmatics in Imperial County

2003 ◽  
Vol 1 (2) ◽  
pp. 88-100
Author(s):  
Paula Kriner ◽  
Yolanda Bernal
Keyword(s):  
Focus Groups ◽  
Cultural Beliefs ◽  
National Guidelines ◽  
Medical Practitioners ◽  
Beliefs And Practices ◽  
Attitudes And Practices ◽  
Hospitalization Rates ◽  
Adult Asthmatic ◽  
Asthma Hospitalization ◽  
Survey Results

Asthma is a major cause of morbidity in children and adults. Imperial County has reported among the highest asthma hospitalization rates in the state. Factors such as poverty, access to care, poor selfmanagement skills, and ethnocultural beliefs may influence asthma exacerbations. Provider and adult asthmatic attitudes, beliefs, and practices regarding asthma were examined using a mixed-methods approach: a survey to evaluate provider conformance with national guidelines, and focus groups targeting medical practitioners and adult asthmatics. Half of all providers who treat asthmatics completed a self-administered survey about asthma diagnosis; clinical monitoring of patients; treatment; patient education; and practice guidelines. Provider focus groups further explored survey results. Adult asthmatics participated in Spanishlanguage focus groups exploring cultural beliefs, attitudes, and practices. El asma es la mayor causa de morbilidad entre niños y adultos. El Condado de Imperial ha reportado las tazas más altas de hospitalización a causa de asma en el estado. Factores como la pobreza, acceso a cuidado médico, falta de experiencia sobre como manejar la enfermedad, y creencias étnicas y culturales pueden tener una influencia en las exacerbaciones del asma. Las actitudes, creencias, y prácticas de proveedores de atención médica y adultos concerniente al asma fueron examinadas utilizando varios métodos: una encuesta con el fin de evaluar el nivel de conformidad de los proveedores según las pautas establecidas a nivel nacional, y grupos foco con médicos y adultos con asma. La mitad de los proveedores que proveen atención a asmáticos completaron una encuesta acerca del diagnosis de asma; el monitoreo clínico de los pacientes; administración de tratamiento; educación a los pacientes; y pautas establecidas para proveer atención a pacientes con asma. Los grupos foco con los proveedores exploraron aun más los resultados de las encuestas. Los adultos con asma participaron en grupos foco dirigidos en español para explorar más a fondo las creencias culturales, actitudes y prácticas.

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.

E-LEARNING IN HIGHER EDUCATION: FOCUS GROUPS AND SURVEY AMONG STUDENTS IN CENTRAL EUROPE

2016 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
TUŠEVLJAK MARKO ◽  
MAJCEN LUCIJA ◽  
MERVAR LARA ◽  
STEPANKINA TAISIYA ◽  
CATER BARBARA ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Central Europe ◽  
E Learning
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