scholarly journals Best Practices Framework for Online Faculty Professional Development: A Delphi Study

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Sandra Coswatte Mohr ◽  
Kaye Shelton
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Delphi Study ◽  
Teaching And Learning ◽  
Online Environment ◽  
Development Programs ◽  
Organizational Strategies ◽  
Faculty Professional Development ◽  
Teaching Online ◽  
Faculty Teaching

Online learning is now a common practice in higher education.  Because of the continued growth in enrollments, higher educational institutions must prepare faculty throughout their teaching tenure for learning theory, technical expertise, and pedagogical shifts for teaching in the online environment. This study presents best practices for professional development for faculty teaching online. In this study, the Delphi Method was used to gain consensus from a panel experts on the essentiality of professional development items to help faculty prepare for teaching in the online environment. This study included four survey rounds with a panel experts to develop consensus and identify best practices consisting of essential professional development and institutional/organizational strategies for supporting faculty teaching online. These results are significant for planning new or improving existing faculty development programs that enhance teaching and learning in the online classroom.

Faculty Professional Development in Creating Significant Teaching and Learning Experiences Online

2020 ◽  
pp. 1-13 ◽  
Author(s):  
Kathleen Pierce-Friedman ◽  
Laurie Wellner
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Basic Theory ◽  
Faculty Professional Development ◽  
Online Delivery ◽  
Teaching Online ◽  
Initial Move ◽  
Online Instructor

Teaching in the online world means a new way of delivering content that may be abstract for some professors. When teaching online, you need to take into consideration the content of the course and the methods in which the students will assimilate knowledge. Understanding the history, arguments for and against online teaching, along with the basic theory of adult learning may help the professor understand the initial move to online teaching. After the initial understanding of online delivery, there is a continued need for professional development that is applicable for the online instructor.

Strategies for Online Instruction

2012 ◽  
pp. 292-300
Author(s):  
Kim J. Hyatt ◽  
Michaela A. Noakes ◽  
Carrie Zinger
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Best Practice ◽  
Traditional Classroom ◽  
Online Environment ◽  
Faculty Professional Development ◽  
Valuable Content

With diverse options for teaching and learning, continued professional development is requisite for instructors in order to meet the needs of a growing online population of students. In online learning settings, if students are not engaged through various instructional techniques, students become easily distracted and miss valuable content necessary for learning. In traditional classroom settings, instructors can easily check for levels of engagement via a visual scan of the class. In an online environment, without the use of video, a visual scan is not possible. As a result, a productive way to ensure student engagement in asynchronous or synchronous courses is for instructors to implement modeling, graphic, manipulative, and simulation strategies into the online environment. This chapter reviews a variety of best practice strategies for engaging students in an online learning environment as part of faculty professional development to improve their teaching and learning. These practice strategies will be discussed, along with examples of how they can be implemented.

scholarly journals Peer Mentoring: the Missing Piece in Graduate Professional Development

Fine Focus ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 15-21
Author(s):  
Kateri R. Salk ◽  
LeighAnn Tomaswick ◽  
Allison R. Rober
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Peer Mentoring ◽  
Development Program ◽  
Peer Mentors ◽  
Development Programs ◽  
Faculty Professional Development ◽  
Faculty Advisors ◽  
Science Technology ◽  
And Mathematics

Many academic institutions offer professional development programs to prepare graduate students to meet the changing expectations of science, technology, engineering, and mathematics (STEM) faculty. Peer mentoring is not widely adopted in graduate professional development, yet incorporating this approach can better facilitate the transition from graduate student to faculty member. Using evidence from experience as peer mentors (2011-2017), we examine established characteristics of peer mentoring and evaluate their strengths in the context of a future faculty professional development program. Peer mentors coached mentees by sharing common experiences related to teaching and learning, provided a safe space for mentees to discuss their experiences, and acted as a liaison between mentees and faculty advisors. These benefits translate into increased competency for future faculty to engage in research, teaching, and mentoring.

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.

Reflections of Faculty Teaching Online During the COVID-19 Pandemic

2021 ◽  
pp. 43-76
Author(s):  
Devi Akella ◽  
Krishna Priya Rolla ◽  
L. Shashikumar Sharma
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Faculty Members ◽  
Educational Services ◽  
Virtual Classrooms ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Technological Tools ◽  
Online Educators

To survive the onslaught of coronavirus pandemic all higher education institutions (HEI)s worldwide had to move their educational services to either a hybrid modality or a completely online platform. This shift in teaching modalities, placed the faculty members under a relentless pressure to adopt and adapt, to transform themselves into proficient online educators. How did this process of adjustment take place? How did the faculty members acclimatize to their new virtual classrooms? What dilemmas and choices were faced by the faculty members? are questions lacking empirical insights. Yet if this lacuna were overcome, it would provide “real life” insights pertaining to LMS systems, technological tools and apps, and psychological and social isolations which could impede the quality of teaching and learning. This chapter integrates autoethnographic narratives of three faculty members to “recreate the new normal” for HEIs worldwide.

Multidimensional Faculty Professional Development in Teaching and Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 21-39
Author(s):  
Alev Elçi ◽  
Hüseyin Yaratan ◽  
A. Mohammed Abubakar
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Great Effort ◽  
Global Knowledge ◽  
Faculty Professional Development ◽  
Knowledge Based ◽  
Institutional Expectations ◽  
Coefficient Of Concordance ◽  
Building Activities ◽  
The Impact

Higher educational institutions exert great effort to improve educational quality and effectiveness to cope with digital challenges in education. The impact of COVID-19 on education highlighted the importance of the achievement of sustainability in higher education. To overcome many of these challenges, faculty members need sustained professional development infrastructure embracing individual and institutional dimensions for enhancing educational qualifications. In this study, a quantitative method was employed to explore goals, individual needs, and institutional expectations of faculty in an international university in a developing country. The obtained survey data were analyzed using descriptive and non-parametric statistics (i.e., Kendall's coefficient of concordance, Kruskal–Wallis test, and Mann–Whitney U test). The findings demonstrate that the preferred goals of the faculty are found as developing skills in disciplinary knowledge, teaching and learning, and research. To achieve these goals, they favor certain capacity building activities and support services. Findings reflect the faculty's positive attitude towards multidimensional development, thus opening up to the global knowledge-based community. This study contributes to the existing literature as a pilot study to identify that faculty professional development needs are in line with student academic support.

Integrating Research and Development in the National Schools Network

1996 ◽  
Vol 40 (3) ◽  
pp. 302-310 ◽  
Author(s):  
James G. Ladwig ◽  
Vivienne White
Keyword(s):  
Professional Development ◽  
Research And Development ◽  
Educational Reform ◽  
Teaching And Learning ◽  
Organisational Change ◽  
Systematic Research ◽  
Development Programs ◽  
National Network ◽  
Reform Agenda ◽  
Teacher Professional

Amidst a host of recent teacher professional development initiatives in Australia, the National Schools Network (NSN) can be seen as a major educational reform program. Funded by the commonwealth and state systems, the NSN is a national network providing support for over 200 Australian schools that are rethinking their work organisations and teaching and learning practices in order to improve learning outcomes for students and teachers. A key aspect of the NSN's work has been to link the professional development of teachers with a systematic research program which focuses on issues of organisational change and restructuring. This paper reports on the ongoing development of the NSN, place its work within the larger national and international educational reform agenda, and provides an overview of the Network's strategic rationale for its research and development programs.

scholarly journals What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs

BioScience ◽  
2011 ◽  
Vol 61 (7) ◽  
pp. 550-558 ◽  
Author(s):  
Diane Ebert-May ◽  
Terry L. Derting ◽  
Janet Hodder ◽  
Jennifer L. Momsen ◽  
Tammy M. Long ◽  
...  
Keyword(s):  
Professional Development ◽  
Development Programs ◽  
Faculty Professional Development ◽  
Effective Evaluation ◽  
Professional Development Programs

scholarly journals ROLES OF FACULTY IN TEACHING ASYNCHRONOUS UNDERGRADUATE COURSES

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Libby V. Morris ◽  
Haixia Xu ◽  
Catherine L. Finnegan
Keyword(s):  
Online Courses ◽  
Future Research ◽  
Online Environment ◽  
Faculty Roles ◽  
Web Based ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Asynchronous Courses ◽  
Novice Instructors ◽  
The Relationship

Although the availability of web-based education and the number of totally asynchronous courses have grown exponentially in the last decade, the literature on online instruction offers limited empirical guidance to faculty teaching in this environment. Much of the literature is anecdotal and prescriptive, and much more research needs to be done to situate research in practice settings. This study examines faculty roles in the online environment through the perceptions of faculty teaching online and through the archival analysis of their courses. Data were collected through document analysis of ten online courses and from interviews with thirteen instructors in the humanities and social sciences. Using Berge’s typology of online facilitator roles, this study examined the relationship between roles as perceived and enacted by faculty, identified wide variations in faculty roles and participation between experienced and novice instructors, and explored the relationship between faculty workload and perception of facilitation in the online environment. Directions for future research are suggested.

Sign in / Sign up

Export Citation Format

Share Document