Reversing the Tyranny of Distance Education

2017 ◽  
pp. 232-255
Author(s):  
Maria Northcote ◽  
Kevin P. Gosselin ◽  
Daniel Reynaud ◽  
Peter Kilgour ◽  
Malcolm Anderson ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Education ◽  
Course Design ◽  
Threshold Concepts ◽  
Development Programs ◽  
Self Confidence ◽  
Use Of Technology ◽  
Education Environment ◽  
Professional Development Programs

In today's higher education environment, online education has become a rich and nuanced medium characterized by a dynamic and progressive use of technology. These technological advancements require research-informed guidelines and practices to facilitate understanding of how they can be used to foster positive outcomes in distance education contexts. By employing a mixed-methods multiphase design case study at Avondale College of Higher Education, the authors examine the challenges, self-confidence and threshold concepts, or transformative, conceptual understandings that academic faculty staff experience while engaging in distance education course design. The authors examine how these threshold concepts, attitudes and skills can be used to inform the design of professional development programs for academic staff who teach in online contexts. The results and associated recommendations of the six-year investigation are presented to inform professional development programs that aim to improve the quality of online teaching, course design and learning experiences of students.

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

2017 ◽  
pp. 593-615
Author(s):  
Stephanie L. Sanders ◽  
Mark P. Orbe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Value Added ◽  
Diversity Education ◽  
Development Programs ◽  
Relational Dialectics Theory ◽  
Study Approach ◽  
Professional Development Programs

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

Promoting Digital Teaching and Learning

2019 ◽  
pp. 56-76
Author(s):  
Nicole Luongo
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
New Technology ◽  
Development Programs ◽  
Professional Development Training ◽  
Professional Development Programs ◽  
Learning Options

This chapter explores various faculty development digital teaching and learning options that higher education institutions can offer distance learning instructors. The chapter explains specific methods of providing professional development opportunities for these educators. Some of these options are connected to promotion and tenure, acquisition of new technology, and personal satisfaction. Recently developed technological rewards such as digital badges and credentials are discussed in this chapter. The author explains how nationally recognized professional development programs can enhance professional development programs by offering new options to faculty. The author recommends that higher education institutions modify their current processes for offering professional development options for faculty who design and develop distance learning courses. The chapter suggests that faculty members need specific digital teaching and learning professional development training options when designing and teaching distance learning courses.

scholarly journals Exploring the affiliation between teachers’ professional development and students’ academic performance in higher education in China

2020 ◽  
Vol 24 (Suppl. 1) ◽  
pp. 301-311
Author(s):  
Cai Zhaohui ◽  
Anthony Anning
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Classroom Management ◽  
Personal Development ◽  
Structural Equation ◽  
Equation Model ◽  
Development Programs ◽  
Professional Literature ◽  
Professional Development Programs ◽  
Higher Education In China

This research explored the factors that underlie Teachers? Professional Develop?ment in China?s Higher Education and their ramification on Students? achievement. The study was carried out in the Jiangsu Province of China where arguably there exist some of the topmost universities in China. Survey questionnaires were used to solicit views from 288 university teachers from (Jiangsu University, Jiangsu University of Science and Technology, Nanjing University and Nanjing Normal University) who participated in the study. Confirmatory factor analysis and structural equation model were used to analyze the data. It was found out that these teachers were familiar and interested in some specific professional development programs namely: Courses and Workshops, Reading of Professional Literature, Education Conferences and Seminars, Individual and Collaborative research, Observation visits to other Universities, Conflict Management, Classroom Management, and Building Students? Engagement and these positively influenced students? perfor?mance. It was revealed that what motivated these teachers to embark on these pro?fessional programs include: need to improve the instructional method, managerial skills, research abilities, and the interest for personal development. However, it was found out that some factors militate against teachers from participating in the professional development programs.

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

2016 ◽  
pp. 235-257
Author(s):  
Stephanie L. Sanders ◽  
Mark P. Orbe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Value Added ◽  
Diversity Education ◽  
Development Programs ◽  
Relational Dialectics Theory ◽  
Study Approach ◽  
Professional Development Programs

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

scholarly journals Exploring the affiliation between teachers’ professional development and students’ academic performance in higher education in China

2020 ◽  
Vol 24 (Suppl. 1) ◽  
pp. 301-311
Author(s):  
Cai Zhaohui ◽  
Anthony Anning
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Classroom Management ◽  
Personal Development ◽  
Structural Equation ◽  
Equation Model ◽  
Development Programs ◽  
Professional Literature ◽  
Professional Development Programs ◽  
Higher Education In China

This research explored the factors that underlie Teachers? Professional Develop?ment in China?s Higher Education and their ramification on Students? achievement. The study was carried out in the Jiangsu Province of China where arguably there exist some of the topmost universities in China. Survey questionnaires were used to solicit views from 288 university teachers from (Jiangsu University, Jiangsu University of Science and Technology, Nanjing University and Nanjing Normal University) who participated in the study. Confirmatory factor analysis and structural equation model were used to analyze the data. It was found out that these teachers were familiar and interested in some specific professional development programs namely: Courses and Workshops, Reading of Professional Literature, Education Conferences and Seminars, Individual and Collaborative research, Observation visits to other Universities, Conflict Management, Classroom Management, and Building Students? Engagement and these positively influenced students? perfor?mance. It was revealed that what motivated these teachers to embark on these pro?fessional programs include: need to improve the instructional method, managerial skills, research abilities, and the interest for personal development. However, it was found out that some factors militate against teachers from participating in the professional development programs.

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

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