Transitioning to E-Learning

2007 ◽  
pp. 52-72
Author(s):  
Carmen Gonzales ◽  
Susan Bussmann ◽  
Bethany Bovard ◽  
Julia Parra
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Learning Community ◽  
Dynamic Learning ◽  
Instructor Training ◽  
Online Instructors ◽  
E Learning ◽  
Ongoing Development ◽  
Online Instructor

This case study explores the ongoing development of an online instructor training program, initiated in Spring 2002. Involvement of the learner-instructors (professional development instructors learning to teach online) in the design and development of this online instructor training program was key to its overall success. Significant outcomes of the program include a core group of experienced and highly dedicated online instructors, a new model for continuous professional development and support, and the formation of an active and dynamic learning community.

Transitioning to E-Learning

2010 ◽  
pp. 259-276
Author(s):  
Bethany Bovard ◽  
Susan Bussmann ◽  
Julia Parra ◽  
Carmen Gonzales
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Learning Community ◽  
Dynamic Learning ◽  
Instructor Training ◽  
Online Instructors ◽  
E Learning ◽  
Ongoing Development ◽  
Online Instructor

This case study explores the ongoing development of an online instructor training program, initiated in Spring 2002. Involvement of the learner-instructors (professional development instructors learning to teach online) in thedesign and development of this online instructor training program was key to its overall success. Significant outcomes of the program include a core group of experienced and highly dedicated online instructors, a new model for continuous professional development and support, and the formation of an active and dynamic learning community.

Designing Effective Online Instructor Training and Professional Development

2012 ◽  
pp. 1-25 ◽  
Author(s):  
Jennifer R. Banas ◽  
Angela Velez-Solic
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Instructor Training ◽  
Online Instructors ◽  
Effective Training ◽  
Instructional Design Principles ◽  
Online Instructor

There are many ways to deliver engaging, effective, and efficient online instruction, but most higher education instructors do not know how. So while the demand for online learning has drastically increased, the efficacious training of instructors into how to deliver online courses lags far behind. In this chapter, the authors demonstrate how adult learning and instructional design principles, coupled with known best practices for online teaching, can facilitate the design of effective training and professional development for online instructors. Case study examples are used to illustrate key concepts, and a sample outline for training is offered. Administrators and trainers of online instructors will form the primary audience; other stake holders in online education will benefit as well.

Designing Effective Online Instructor Training and Professional Development

2014 ◽  
pp. 732-756
Author(s):  
Jennifer R. Banas ◽  
Angela Velez-Solic
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Instructor Training ◽  
Online Instructors ◽  
Effective Training ◽  
Instructional Design Principles ◽  
Online Instructor

There are many ways to deliver engaging, effective, and efficient online instruction, but most higher education instructors do not know how. So while the demand for online learning has drastically increased, the efficacious training of instructors into how to deliver online courses lags far behind. In this chapter, the authors demonstrate how adult learning and instructional design principles, coupled with known best practices for online teaching, can facilitate the design of effective training and professional development for online instructors. Case study examples are used to illustrate key concepts, and a sample outline for training is offered. Administrators and trainers of online instructors will form the primary audience; other stake holders in online education will benefit as well.

A Model for Online Instructor Training, Support, and Professional Development

2012 ◽  
pp. 97-121
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Professional Development ◽  
Large Scale ◽  
Colleges And Universities ◽  
Instructor Training ◽  
Online Instructors ◽  
Training Support ◽  
Online Facilitation ◽  
Further Development ◽  
Online Instructor

Online learning is a popular learning option for millions of students in US colleges and universities. Online facilitation plays an important role in student learning. With a growing number of courses offered online, there are many challenges associated with the quality of online instruction. This chapter presents information on a large-scale online project for preK-12 educators. The author presents detailed information on a model for training, support, professional development, and monitoring of online instructors. The author also discusses implications for further development and monitoring of online instructors’ knowledge, skills, and dispositions that promote successful online experiences and learning for students.

A Model for Online Instructor Training, Support, and Professional Development

2014 ◽  
pp. 792-816
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Professional Development ◽  
Large Scale ◽  
Colleges And Universities ◽  
Instructor Training ◽  
Online Instructors ◽  
Training Support ◽  
Online Facilitation ◽  
Further Development ◽  
Online Instructor

Online learning is a popular learning option for millions of students in US colleges and universities. Online facilitation plays an important role in student learning. With a growing number of courses offered online, there are many challenges associated with the quality of online instruction. This chapter presents information on a large-scale online project for preK-12 educators. The author presents detailed information on a model for training, support, professional development, and monitoring of online instructors. The author also discusses implications for further development and monitoring of online instructors' knowledge, skills, and dispositions that promote successful online experiences and learning for students.

scholarly journals Designing and Implementing Curriculum for Students with Special Needs: A Case Study of a Thinking Curriculum

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Tas Adam ◽  
Anna Rigoni ◽  
Arthur Tatnall
Keyword(s):  
Special Needs ◽  
Learning Community ◽  
Curriculum Design ◽  
School Environment ◽  
Pilot Project ◽  
Students With Special Needs ◽  
Knowledge And Skills ◽  
E Learning ◽  
Transition Issues

Over the years, ICT has emerged as a platform that is seen to enhance the knowledge and skills of students in mainstream learning environments. A growing number of schools however, now provide a separate alternative enrolment for students with special needs. Although there are valid opinions on what is the best method of educating these students (integration vs. segregation) it has been noted by many researchers that technology can play a major role in the learning process. In this paper, an e-learning paradigm is applied in a holistic manner to a special learning community with the aim of determining an appropriate e-learning model and platform to support curriculum design. The paper focuses on a pilot project at a suburban school for students with special needs. The aims of the project are to observe the level of immersion and engagement and its impact on curriculum outcomes of the group. This research project further investigates the transition issues and approaches for this group and the links and relationships beyond the normal school environment. The project has been funded by the School of Information Systems and the School Community.

Developing an E-Learning Course for a Global Legal Firm

2012 ◽  
pp. 133-154
Author(s):  
Gemma Baltazar
Keyword(s):  
Risk Management ◽  
Training Program ◽  
Management Training ◽  
Lessons Learned ◽  
Online Course ◽  
Firm Risk ◽  
E Learning ◽  
Overall Risk

This case study describes the considerations, challenges, and lessons learned in developing this online course, which is the foundation of an overall risk management training program for the Firm. Risk management is a very broad, deep, and complex topic which impacts the practice of law in many different ways. Recognizing that it is in meaningful discussions where learning most likely takes place, the project team’s challenge was to design an e-learning course that allows sufficient interactivity to engage the learner and stimulate thinking around issues they encounter in whatever legal area, and at whatever level they practice.

scholarly journals Nine Potential Solutions to Abate Grade Inflation at Regionally Accredited Online U.S. Universities: An Intrinsic Case Study

2017 ◽  
Author(s):  
David Blum
Keyword(s):  
United States ◽  
Research Question ◽  
Grade Inflation ◽  
The United States ◽  
Student Knowledge ◽  
Instructor Training ◽  
Online Instructors ◽  
E Mail ◽  
Regionally Accredited

Grade inflation must be abated. The effect of grade inflation weakens academic standards to the point where accurately assessing levels of competency and student knowledge is difficult to determine. Using intrinsic case study design, I contacted 411 online instructors in the United States exploring potential solutions to abate grade inflation. Of 411 faculty members contacted via personal e-mail, 27 instructors at three regionally accredited online universities in the United States agreed to be interviewed by the use of an interview protocol and recorded via Skype. The research question guiding the study was “What are potential solutions to abate grade inflation?” The research addressed a gap in research related to potential solutions to abate grade inflation at online universities located in the United States. Concepts developed from data analysis were (a) use rubrics, (b) revising student evaluations (c) re-evaluating academic policies, (d) instituting objective exams, (e) instructor training program, (f) take instructors out of grading, (g) pass / fail grading, (h) ranking rather than GPA, and (i) best practices.

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