scholarly journals Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Lorna Stephanie Gonzalez ◽  
Christopher Salem Ozuna
Keyword(s):  
Qualitative Study ◽  
Faculty Development ◽  
Online Teaching ◽  
Learning To Teach ◽  
Knowledge Framework ◽  
Teaching Preparation ◽  
Troublesome Knowledge

Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the concept of chunking content into modules, the skills associated with screen casting and posting a course tour, and the practice of socializing students to the course organization through demonstration, explanation, and reinforcement. This empirical-qualitative study collected 123 cases of troublesome knowledge from 41 participants and analyzed them through Perkins’ troublesome knowledge framework. Results include subcategories and common themes across cases of inert, ritual, conceptually difficult, tacit, and foreign/alien knowledge. From these results, we recommend that faculty development approaches should take specific aspects and cases of troublesome knowledge into consideration for online teaching preparation.

Faculty Development for Online Teaching as a Catalyst for Change

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Carol A. McQuiggan
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Faculty Development ◽  
Teaching Practices ◽  
Online Teaching ◽  
Learning To Teach ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Individual Interviews ◽  
Beliefs About Teaching

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty’s initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to teach online may be a catalyst for faculty to reflect on and evaluate their current teaching practices. Data was collected through three rounds of action research that included individual interviews, participants’ reflective journalling activities, researcher’s journal and field notes, and classroom observations. The qualitative data analysis steps included data reduction, data display, and conclusion drawing/verification. The results of the study indicated that learning to teach online has the potential to transform faculty’s assumptions and beliefs about teaching, changing their face-to-face teaching practices. The identification of the aspects of professional development activities that were most effective in helping faculty to reflect on and question their previously held assumptions and beliefs about teaching will assist administrators and faculty development specialists move from one-size-fits-all programs to a redesign within an adult learning framework that supports opportunities for change.

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 UNIVERSITY OF NEBRASKA SUMMER INSTITUTE FOR ONLINE TEACHING

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Editor Editor
Keyword(s):  
Critical Thinking ◽  
Instructional Design ◽  
Faculty Development ◽  
Online Teaching ◽  
Online Community ◽  
Summer Institute ◽  
Course Management ◽  
Design Strategies ◽  
Community Activities ◽  
The University

Recipient of the 2004 Sloan-C Award for Excellence in Online Teaching & Learning Faculty Development, the University of Nebraska Summer Institute for Online Teaching emphasizes pedagogy— planning, instructional design, strategies for building online community, activities/assignments that promote critical thinking, assessment, and course management.

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 Faculty development needs assessment for online teaching

2018 ◽  
Vol 5 (12) ◽  
pp. 5063
Author(s):  
Ayman Z. Elsamanoudy ◽  
Rasha Abou-Kamer ◽  
Fatma M. Ghoneim ◽  
Sherif El-Saadany ◽  
Mona A. Soliman ◽  
...  
Keyword(s):  
South Carolina ◽  
Faculty Development ◽  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
Academic Staff ◽  
Software Tools ◽  
Response Scale ◽  
Staff Members ◽  
Almost All

Background: Academic staff members, who are responsible for teaching and training, should be aware of the principle of online course design, development, and implementation. The aim of this study is to evaluate instructors’ skills and needs for conducting distance learning healthcare courses, including the level of assistance they need to implement and use online and software tools in online courses.Methods: The current study applied online faculty survey used by the Center for Teaching Excellence, University of South Carolina to assess the faculty’s instructional technology needs for training and support. The survey asked faculty staff about a broad number of classroom and online technologies, with a helpful response scale that reveals not only what the faculty is already using, but also what the instructors want to use and what they need help with.Results: The results of this study revealed a significant need of faculty staff members for the training and development of their skills in almost all tools used for conducting online courses. The female responder was higher than males. Regarding the use of software, although the majority of participating staff members in this study use almost all software tools required for conducting online healthcare courses, they expressed a need for help in developing new ideas to use the software effectively.Conclusions: From this study, it could be concluded that it is essential to organize comprehensive faculty development training courses for staff members to help them in conducting their online courses or converting their face-to-face courses to blended courses effectively.

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 Supporting Online Faculty through a Sense of Community and Collegiality

2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Aimee LaPointe Terosky ◽  
Chris Heasley
Keyword(s):  
Qualitative Study ◽  
Sense Of Community ◽  
Professional Growth ◽  
Online Teaching ◽  
Online Course ◽  
Course Development ◽  
Online Faculty ◽  
Tenure Track ◽  
Online Course Development ◽  
Recommendations For Practice

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants’ communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.

Preparing Online Instructors

2008 ◽  
pp. 89-113 ◽  
Author(s):  
Evelyn S. Johnson ◽  
Jane Pitcock
Keyword(s):  
Social Learning ◽  
Qualitative Study ◽  
Faculty Development ◽  
Assessment Tool ◽  
Ecological Assessment ◽  
Complex Interaction ◽  
Learning Theories ◽  
Online Instructors ◽  
Multiple Factors ◽  
Learner Interaction

This chapter discusses methods for supporting the instructor in the development of strong learner-learner interactions. In this chapter, we present a brief overview of the importance of social learning theories and existing research that support learner-learner interaction as an important aspect of learning. Next, we discuss the multiple factors, and their complex interaction on the instructor’s ability to support learner-learner interaction. Additionally, we report and discuss findings from a qualitative study examining the use of an ecological assessment tool to evaluate an online course’s ability to support learner-learner interaction. The chapter concludes with suggestions for improved approaches to faculty development to support learner-learner interaction.

Comprehensive Faculty Development

2020 ◽  
pp. 25-36 ◽  
Author(s):  
Desiree' Caldwell ◽  
Mary Sortino ◽  
Jill Winnington ◽  
Tiffany J. Cresswell-Yeager
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
Online Teaching ◽  
Development Program ◽  
Direct Result ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Strategic Approach ◽  
Training And Support ◽  
The University

There is a significant need for faculty development and support as it relates to online teaching. Researchers assert that the success of online education may be a direct result of the training and support of the institution's faculty. Higher education institutions implement a variety of online faculty development practices; however, little is known about which practices are seen as the most effective and efficient. In this chapter, the authors propose a strategic approach to building a comprehensive faculty development program that supports and engages online faculty from initial hire and beyond. The purpose of this chapter is to provide new insights to support faculty. The authors identify evidence-based strategies to incorporate adjunct and full-time online faculty into the university community. In addition, the authors share their experiences developing a comprehensive faculty development plan.

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