Honors International Faculty Learning Online (HIFLO 2020): A model for honors online professional development

2020 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
John Zubizarreta ◽  
Beata Jones ◽  
Marca Wolfensberger
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Talent Development ◽  
Collaborative Group ◽  
International Faculty ◽  
Christian University ◽  
Personal Lives ◽  
Honors Education ◽  
Faculty Learning ◽  
Teaching Learning

The Spring of 2020 brought many disruptions to our professional and personal lives due to the COVID-19 pandemic that forced worldwide mid-semester campus closures; pivoting of traditional, face-to-face classes to remote teaching and learning; and postponements or cancellations of conferences, workshops, and other professional development events. One example of the breakdown of scheduled opportunities for us as honors colleagues to gather in-person to enhance our practices and strengthen our community was the cancellation of the 2020 International Conference on Talent Development and Honors Education in Groningen, the Netherlands, originally slated for June 10-12  but moved to  June 16-18, 2021. Immediately following the 2020 conference, we (the authors) had planned to offer the fifth Honors International Faculty Institute (HIFI), an international and highly interactive occasion for honors and talent development teachers, researchers, and leaders to engage in presentations, experiential activities, place-as-text explorations, collaborative group work, reflective exercises, and showcases designed to improve teaching, learning, and programming in honors. Suddenly, the coronavirus upended our world, and we had to reimagine the institute that we had previously organized four times alternately at Hanze University of Applied Sciences (Netherlands) and Texas Christian University (USA). Putting aside the disappointment of the moment and recognizing the value of coming up with an alternative to HIFI that would ensure the safety and health of our honors colleagues, we decided to create a fully online version with free registration to encourage participation and create resources accessible to all members of our international community. We wanted to highlight the challenges of how all of us unexpectedly had to pivot to remote teaching and learning as the global pandemic intensified, but we also wanted to share information, experiences, and models that could open new avenues for  operationalizing online honors education more generally beyond the COVID-19 crisis. We wanted, in other words, to explore how honors pedagogy could (and maybe should) be adapted to the increasingly online world of primary, secondary, and higher education. Thus, HIFLO 2020 was born! HIFLO stands for Honours International Faculty Learning Online.

scholarly journals Preliminary Exploration of Professional Development Instrument for Lecturers in Malaysia

2020 ◽  
Vol 7 (2) ◽  
pp. 81-91
Author(s):  
Ahmad Faizuddin ◽  
Tajulashikin Jumahat ◽  
Mohamad Sahari Nordin
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Training And Development ◽  
Higher Learning ◽  
Evaluation Framework ◽  
Learning Behaviour ◽  
Knowledge Enhancement ◽  
Learning Programs ◽  
Teaching Learning ◽  
The Right

Professional development is crucial for organization’s success to improve teaching-learning programs at higher learning education institutions. Many countries have developed various programs for lecturer training and development. However, there are barriers preventing them from taking the opportunities, especially finding the right time and the appropriate programs. This study explored the construct of lecturers’ professional development in teaching and learning after attending various trainings and workshops. The main objective of this study is to identify the underlying factor of the instrument based on Kirkpatrick’s Four Level Evaluation Framework namely reaction, learning, behaviour, and results. Using an 18-item instrument developed for an explorative inquiry, the present study measured and analysed responses from 100 higher education lecturers from randomly selected Public Higher Learning Institution, Private Higher Learning Institution, and Malaysia Technical University Network. Applying Exploratory Factor Analysis (EFA) to identify the underlying dimensions of the instrument, this study suggested that lecturer’s professional development in teaching and learning is a one-dimension construct consisting of integrated dimensions of knowledge enhancement, knowledge relevancy, skills improvement, and skills practice.

Improving Teaching Effectiveness and Student Learning Through the Use of Faculty Learning Communities

2014 ◽  
Vol 3 (4) ◽  
pp. 209-216 ◽  
Author(s):  
Stephen M. Roth
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Student Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Teaching Effectiveness ◽  
Knowledge And Skills ◽  
Faculty Learning Communities ◽  
Faculty Learning ◽  
Improve Student Learning

Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.

scholarly journals Sustainability of Cooperative Professional Development: Focused on Teachers’ Efficacy

2019 ◽  
Vol 11 (3) ◽  
pp. 585
Author(s):  
Jaewoo Choi ◽  
Woonsun Kang
Keyword(s):  
Professional Development ◽  
School Climate ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Collaborative Group ◽  
Hierarchical Regression ◽  
Years Of Experience ◽  
School Teachers ◽  
The Relationship ◽  
Group Variable

In this study, we aim to gain critical insights into how cooperative professional development affects teachers’ efficacy. To this end, the purpose of this study is to identify cooperative professional development types (CPD-type) and to reveal the relationship between CPD-type and teachers’ efficacy in Korean middle schools, controlling for gender, age, years of experience and school climate. The data of this study are derived from the 2013 Teaching and Learning International Survey (TALIS) conducted by the OECD. The K-mean cluster analysis was used to identify distinct clusters of middle school teachers based on CPD. This process identified four specific groups: the disengaged group (36.8%), the collaborative group (11.3%), the activity-focused group (24.8%), and the coordinative group (27.1%). Hierarchical regression analysis revealed that all dummy variables of CPD-type were statistically significant, controlling for gender, age, years of experience, and school climate. Comparing the relative importance of each variable on teachers’ efficacy, the CPD1 (1 = the collaborative group) variable was most important. The results of this study provide a rationale for teachers to participate in collaborative professional development actively.

scholarly journals IF IT AIN'T BROKE, IMPROVE IT: THOUGHTS ON ENGAGING EDUCATION FOR US ALL

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Steven W. Gilbert
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Frame Of Reference ◽  
Educational Professionals ◽  
Hybrid Technologies ◽  
Technology Group ◽  
Teaching Learning ◽  
Learning With Technology ◽  
Do So

One of the continuing challenges of education is enabling those who strive to improve teaching, learning, and research to take advantage of the too-rapidly-changing new environment created by telecommunications and information technologies. To do so, educational professionals should engage in lifelong professional development and use new hybrid technologies to help build community and support collaboration. This paper explores the issues of technology and professional development from the frame of reference of my work with hundreds of colleges that have benefited from the Teaching, Learning, and Technology Group (TLT Group), an organization whose mission is to motivate and enable institutions and individuals to improve teaching and learning with technology, while helping them cope with change. This article discusses challenges that higher education faces: creating visions worth working toward; developing strategies and tools for achieving intermediate goals; and the importance of breaking taboos along the way.

scholarly journals Realities of Teachers' Professional Development in Community Campuses of Tribhuvan University

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 32-38
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Modern Technology ◽  
New Techniques ◽  
Training Time ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Teachers Training

Teacher professional development (TPD) is the modern aspect of teaching learning process. To do effective teaching, the teacher should be trained, excellent as well as up-date according to the change of time. The main purpose of this paper is to explore realities of the teachers’ professional development of the teachers in community campuses of Tribhuvan University (TU). There is great importance of TPD in the teachers of the community campuses since it helps the teacher to develop various kinds of professional skills, knowledge, new techniques and modern technology of teaching. Similarly, there is the great role of TU for the TPD of the teachers of community campuses. As the affiliation university it should organize subject wise teachers’ training time and again. Similarly, it should hold seminar, workshop and conference on the burning issues of teaching and learning. Teachers’ professional development is the demand of the present time and promoting teachers’ capacity is the most important aspect of the quality education. This article is based on the theme of the mini research which is approved by University Grants Commission (UGC) Nepal.

Faculty Professional Development in Creating Significant Teaching and Learning Experiences Online

2020 ◽  
pp. 37-58 ◽  
Author(s):  
Yasemin Gülbahar ◽  
Müge Adnan
Keyword(s):  
Professional Development ◽  
Faculty Member ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Faculty Members ◽  
University Graduates ◽  
Faculty Professional Development ◽  
Key Players ◽  
Teaching Learning

With faculty members and instructors struggling with the massive transformational challenges stemming from technological innovation, the establishment of a digital teaching-learning culture to ensure that university graduates are ready to join the 21st-century workforce is of the utmost importance. At this juncture, the key players are those who lead the learning experience, namely faculty members and instructors. Being an experienced faculty member and possessing advanced skills of using technology does not necessarily lead to an instructor becoming an effective e-instructor. This chapter, therefore, discusses the changing nature of digital teaching and learning from the perspective of faculty members, within the framework of certain required competencies and skills that every faculty member should possess. The chapter also includes a brief overview of the literature regarding the professional development of faculty members, synchronized with reflections and experiences from an online e-Tutor course.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals Librarians participation in professional development workshops using Zoom in Nigeria

2021 ◽  
pp. 026666692110267
Author(s):  
Ifeanyi Adindu Anene ◽  
Victor Okeoghene Idiedo
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Survey Method ◽  
Online Questionnaire ◽  
Power Outage ◽  
Network Failures ◽  
Zoom In

The purpose of this study is to investigate the extent to which librarians in Nigeria engaged in professional development workshops during the COVID-19 era. The study adopted a survey method using an online questionnaire. Factors such as saving money, the free nature of workshops, eliminating travel risk, in the comfort of the home, and providing an opportunity for all were mentioned as the benefits of participating in online workshops using Zoom. Buying data bundle, lack of computer/Android phone/smartphone, ignorance or lack of awareness of up-coming workshops, lack of time, power outage, nonchalant attitude towards technology, and network failures were identified as challenges of participation. The Zoom platform can be adopted for organizing workshops and meetings, and for teaching and learning in the post COVID-19 era.

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