Faculty Professional Development in Creating Significant Teaching and Learning Experiences Online

2020 ◽  
pp. 1-13 ◽  
Author(s):  
Kathleen Pierce-Friedman ◽  
Laurie Wellner
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Basic Theory ◽  
Faculty Professional Development ◽  
Online Delivery ◽  
Teaching Online ◽  
Initial Move ◽  
Online Instructor

Teaching in the online world means a new way of delivering content that may be abstract for some professors. When teaching online, you need to take into consideration the content of the course and the methods in which the students will assimilate knowledge. Understanding the history, arguments for and against online teaching, along with the basic theory of adult learning may help the professor understand the initial move to online teaching. After the initial understanding of online delivery, there is a continued need for professional development that is applicable for the online instructor.

scholarly journals Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Florence Martin ◽  
Swapna Kumar ◽  
Liane She
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Teaching ◽  
Online Courses ◽  
Instructional Designers ◽  
Online Instructors ◽  
Teaching Online ◽  
Research And Practice ◽  
Lifelong Learner ◽  
Online Instructor

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

Professional Development with Graduate Teaching Assistants (TAs) Teaching Online

2012 ◽  
pp. 26-42
Author(s):  
Denice Ward Hood ◽  
Wen-Hao David Huang
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Online Courses ◽  
Graduate Teaching Assistants ◽  
Teaching Online ◽  
Graduate Teaching ◽  
Equal Importance ◽  
Online Course Development

As the number of online courses offered continues to increase, teaching online will become a standard expectation and responsibility for graduate teaching assistants (TAs). For TAs who will seek faculty positions, experience and self-efficacy teaching online are critical to their future career. The current and future university landscape and the higher education world these TAs will embody will require qualified individuals to be well trained in online course development and delivery. Of equal importance is the quality of teaching TAs provide for the large number of online undergraduate courses for which they have sole responsibility or provide instructional support. Colleges and universities need to develop professional development for TAs that reflects best practices in online teaching and learning and engages TAs in the instructional design as well as delivery process. The purpose of this chapter is to explore the literature on teaching assistant professional development and the implications for TAs teaching online.

Professional Development with Graduate Teaching Assistants (TAs) Teaching Online

2014 ◽  
pp. 212-228
Author(s):  
Denice Ward Hood ◽  
Wen-Hao David Huang
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Online Courses ◽  
Graduate Teaching Assistants ◽  
Teaching Online ◽  
Graduate Teaching ◽  
Equal Importance ◽  
Online Course Development

As the number of online courses offered continues to increase, teaching online will become a standard expectation and responsibility for graduate teaching assistants (TAs). For TAs who will seek faculty positions, experience and self-efficacy teaching online are critical to their future career. The current and future university landscape and the higher education world these TAs will embody will require qualified individuals to be well trained in online course development and delivery. Of equal importance is the quality of teaching TAs provide for the large number of online undergraduate courses for which they have sole responsibility or provide instructional support. Colleges and universities need to develop professional development for TAs that reflects best practices in online teaching and learning and engages TAs in the instructional design as well as delivery process. The purpose of this chapter is to explore the literature on teaching assistant professional development and the implications for TAs teaching online.

Lessons From the Other Side of the Computer

2020 ◽  
pp. 72-92
Author(s):  
Robert John Ceglie ◽  
Ginger C. Black
Keyword(s):  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Delivery ◽  
Teaching Online ◽  
Face To Face ◽  
Hybrid Classes ◽  
Learner Perceptions ◽  
Face To Face Instruction

Online teaching and learning have quickly become the next hot trend in education, as colleges and universities look to utilize the convenience and applicability of utilizing online platforms as a complement and supplement to traditional face-to-face instruction. Research is beginning to examine the effectiveness of online delivery, both from pedagogical and assessment perspectives. Work has supported some of the best practices which serve as a critical guide to those designing and teaching online or hybrid classes. What has been under-researched is the user side: primarily the student perceptions of what makes online instruction effective for their own learning. This chapter explores the current research and combines student vignettes to explore the learner perceptions of the qualities and effectiveness of online instruction.

scholarly journals Best Practices Framework for Online Faculty Professional Development: A Delphi Study

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Sandra Coswatte Mohr ◽  
Kaye Shelton
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Delphi Study ◽  
Teaching And Learning ◽  
Online Environment ◽  
Development Programs ◽  
Organizational Strategies ◽  
Faculty Professional Development ◽  
Teaching Online ◽  
Faculty Teaching

Online learning is now a common practice in higher education.  Because of the continued growth in enrollments, higher educational institutions must prepare faculty throughout their teaching tenure for learning theory, technical expertise, and pedagogical shifts for teaching in the online environment. This study presents best practices for professional development for faculty teaching online. In this study, the Delphi Method was used to gain consensus from a panel experts on the essentiality of professional development items to help faculty prepare for teaching in the online environment. This study included four survey rounds with a panel experts to develop consensus and identify best practices consisting of essential professional development and institutional/organizational strategies for supporting faculty teaching online. These results are significant for planning new or improving existing faculty development programs that enhance teaching and learning in the online classroom.

Education Reform as a Platform to Improve Interactions of the Engineering Students During Online Teaching and Learning at Higher Education Amidst Covid-19 Pandemic

2021 ◽  
pp. 105678792110423
Author(s):  
Kuruppu Achchige Dulani Daminda Kuruppu
Keyword(s):  
Education Reform ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Activities ◽  
Online Mentoring ◽  
Discussion Section ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Pdca Cycle

The objective of this study was to outline the education reform approaches which could implement during online teaching and learning activities. The approaches consisted with online teaching, online mentoring /student induction programmes, online examinations and online guest lectures/webinars. The approaches practiced, were discussed in activity 1 to 7 in the methodology section. In addition, the outcome assessed using 4Rs model for reflection and PDCA cycle at the results and discussion section. In conclusion, this study showed that the approaches implemented assist to improve the interaction of the students.

Applying a Teaching Decision Cycle to the Design of Online Learning Within Faculty Professional Development

2018 ◽  
pp. 21-39 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
College Instructors ◽  
Faculty Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Decision Cycle ◽  
Online Setting ◽  
Virtual Setting ◽  
Teaching Decisions

Higher education instructors who will be teaching online for the first time need institutional assistance. Migrating a face-to-face course to an online setting requires some understanding of the differences in a physical and virtual setting. This chapter proposes that the design of courses for online delivery can be facilitated by professional development in which instructional design is used to examine important teaching decisions. A framing of instructional design for college instructors, the teaching decision cycle (TDC), prompts a re-examination of assumptions and F2F teaching decisions. A three-day professional development event is laid out in which the TDC is used to structure instructor re-thinking and designing of a F2F course to a new online or hybrid course. Research opportunities along five categories are suggested.

Impact of COVID-19 on an Educational Institution of India

2021 ◽  
pp. 300-311
Author(s):  
Elizabeth Madathilathu Samuel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Institutions ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Teaching Online ◽  
Traditional Mode ◽  
History Of

The year 2020 has made a mark in the history of mankind. India, too, was affected by the pandemic. To ensure a curb on the spread of the disease, India adopted a sequence emergency mechanism. It announced the closure of all educational institutions along with all the other establishments as a part of strict social distancing measures. The traditional mode of teaching and learning transitioned into online teaching. Online learning and virtual classrooms became the 'new normal'. The analysis was carried out using the data collected through structured questionnaire from 35 teachers in Kottayam District, Kerala a southern state of India. Data collected was analyzed using descriptive statistics. It is evident from the study that the teachers lack in the use of various teaching methods for motivating and encouraging students. Further on, since the teachers were caught off guard, they had not received any formal or professional training to conduct online classes or use the advanced modes of technology.

Multidimensional Faculty Professional Development in Teaching and Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 21-39
Author(s):  
Alev Elçi ◽  
Hüseyin Yaratan ◽  
A. Mohammed Abubakar
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Great Effort ◽  
Global Knowledge ◽  
Faculty Professional Development ◽  
Knowledge Based ◽  
Institutional Expectations ◽  
Coefficient Of Concordance ◽  
Building Activities ◽  
The Impact

Higher educational institutions exert great effort to improve educational quality and effectiveness to cope with digital challenges in education. The impact of COVID-19 on education highlighted the importance of the achievement of sustainability in higher education. To overcome many of these challenges, faculty members need sustained professional development infrastructure embracing individual and institutional dimensions for enhancing educational qualifications. In this study, a quantitative method was employed to explore goals, individual needs, and institutional expectations of faculty in an international university in a developing country. The obtained survey data were analyzed using descriptive and non-parametric statistics (i.e., Kendall's coefficient of concordance, Kruskal–Wallis test, and Mann–Whitney U test). The findings demonstrate that the preferred goals of the faculty are found as developing skills in disciplinary knowledge, teaching and learning, and research. To achieve these goals, they favor certain capacity building activities and support services. Findings reflect the faculty's positive attitude towards multidimensional development, thus opening up to the global knowledge-based community. This study contributes to the existing literature as a pilot study to identify that faculty professional development needs are in line with student academic support.

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