Online Faculty Development Programme Digital Transformation Technologies in Research & Academia (3rd August - 7th August 2021)

2021 ◽  
Vol 56 (9) ◽  
pp. 28
Author(s):  
Anon Anon
Keyword(s):  
Faculty Development ◽  
Development Programme ◽  
Digital Transformation ◽  
Online Faculty ◽  
Online Faculty Development

scholarly journals Getting Started With Online Faculty Development

2015 ◽  
Vol 7 (4) ◽  
pp. 671-672 ◽  
Author(s):  
Larry C. Hurtubise ◽  
Teri L. Turner ◽  
Cynthia H. Ledford ◽  
John D. Mahan
Keyword(s):  
Faculty Development ◽  
Online Faculty ◽  
Online Faculty Development

Online Faculty Development

2013 ◽  
Vol 3 (4) ◽  
pp. 24-29
Author(s):  
Chnimay Shah ◽  
Rashmi Vyas
Keyword(s):  
Faculty Development ◽  
Journal Club ◽  
Health Professions ◽  
Health Professions Education ◽  
Online Faculty ◽  
Development Programs ◽  
Online Journal ◽  
Education And Health ◽  
Online Faculty Development ◽  
Medical Educators

Online learning has been found useful for faculty development programs in health professions education. The purpose of this paper is to report the online journal club discussion on the article “Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world” published in The Lancet in 2010. This online discussion was conducted from 15th – 30th August 2012 in the MEU- India Google group. The discussion was divided into two parts and moderated by the authors of this paper. Sixteen medical educators participated in the discussion and there were 63 posts in the two weeks that the paper was discussed. The discussion indicated that there were gaps between health professions education and health needs. Translation of social accountability into action is an important step to bridge this gap. One of the uses of advances in information –technology is to have an online journal club discussion, which could be an effective tool for faculty development.

scholarly journals Short versus long video-based lectures as a tool for faculty development during COVID-19 pandemic

2021 ◽  
Vol 8 (5) ◽  
pp. 2576
Author(s):  
Ayman Z. Elsamanoudy ◽  
Rasha A. Aboukamer ◽  
Mohammed A. Hassanien
Keyword(s):  
Faculty Development ◽  
Advanced Technology ◽  
Online Faculty ◽  
Audience Engagement ◽  
Average Percentage ◽  
Development Tool ◽  
Online Faculty Development ◽  
The Mean

With emerge of the COVID-19 pandemic, video-based lectures (VBLs) was widely used as an effective online faculty development tool. VBLs varies from short videos (5-minute) to the long one (1-2 hours). So, the current study aims to evaluate the effectiveness of long VBLs versus short VBLs. A total of 21 short (9) and long (12) VBLs were produced, in 2020, by the authors. The metadata for all of VBLs was downloaded from YouTube [VBLs overview data, audiences’ engagement data, and audience retention (AR) report]. The viewership data included the number of views (4800), watch time by hours (173.6), males to females’ ratio (79/21), the number of the subscribers (157), the video length (2.9±1.2 minutes), number of viewers (241.1±157.8), and the watch time (5.1±3.3 hours). The audience retention is presented as average view duration (1.1±0.4 hours) and average percentage view (42.8±7.9%). Lastly, audience engagement is represented by the number of subscribers (6.4±7.4), likes (9.7±8.0), and dislikes (0.3±0.7). The comparison of the mean audience retention and engagement between short and long VBLs showed that short VBLs had significantly higher number of subscribers and likes as well as the average percentage views in comparison to long VBLs. We could conclude that short VBLs are more effective and efficient as a regard audience retention and engagement. Moreover, the more use of advanced technology for video development makes it more engaging.

scholarly journals Online Faculty Development in low- and middle-income countries for Health Professions Educators: A rapid realist review

2021 ◽  
Author(s):  
Lianne Keiller ◽  
Champion Nyoni ◽  
Chantel van Wyk
Keyword(s):  
Faculty Development ◽  
Realist Review ◽  
Health Professions ◽  
Online Faculty ◽  
Middle Income ◽  
Middle Income Countries ◽  
Online Faculty Development ◽  
Development Initiatives ◽  
Rapid Realist Review ◽  
Low And Middle Income

Abstract Background Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development. Methods A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1 030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question. Results The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry—a theory for designing online learning environments. Conclusion Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion.

Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Amber L. Vaill ◽  
Peter A. Testori
Keyword(s):  
Faculty Development ◽  
Learning Experience ◽  
Development Program ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Online Classroom ◽  
Teaching Online ◽  
Tiered Approach ◽  
Online Faculty Development ◽  
Ongoing Support

In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty in adjusting to teaching online and providing assistance while courses are in progress with the goal of ultimately impacting the overall online learning experience for faculty and students alike. This article describes the College’s three-tiered approach to faculty development and explains the role that initial training, peer mentoring, and ongoing support play in preparing faculty and shaping their confidence in their abilities as an online instructor.

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