Key Performance Indicator Dashboards

2021 ◽  
pp. 274-281
Author(s):  
Kelly Palese ◽  
Monte McKay
Keyword(s):  
Online Learning ◽  
Faculty Development ◽  
Student Learning ◽  
Performance Metrics ◽  
Performance Indicator ◽  
Key Performance Indicator ◽  
Faculty Performance ◽  
Online Classroom ◽  
Teaching Online ◽  
Faculty Teaching

Growing enrollments in online learning have dramatically increased the number of remote, adjunct faculty teaching online. This is a challenge for universities to create scalable strategies to develop, evaluate, and support faculty in the online classroom. While robust qualitative and quantitative faculty performance metrics exist, faculty analytic data is typically difficult to retrieve and even more difficult to efficiently analyze. This chapter overviews the value of key performance indicator dashboards (KPI) that can help automate the collection and use of faculty analytic data to enhance faculty development and, ultimately, foster positive student learning experiences.

scholarly journals THE ILLINOIS ONLINE NETWORK IS MAKING THE VIRTUAL CLASSROOM A REALITY: STUDY OF AN EXEMPLARY FACULTY DEVELOPMENT PROGRAM

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Virgil E. Varvel ◽  
Michael Lindeman ◽  
Iris K. Stovall
Keyword(s):  
Faculty Development ◽  
Large Scale ◽  
Online Courses ◽  
Development Program ◽  
Virtual Classroom ◽  
Faculty Development Program ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Online Format ◽  
The University

The Illinois Online Network (ION) is a faculty development partnership between all forty-eight community colleges in the state of Illinois and the University of Illinois. The goals of the ION program are to help faculty to develop and deliver courses in a completely online format, and also to produce online courses that incorporate best practices for engaging students in discussion and critical thinking. ION accomplishes its goals with a variety of programs, such as the Making the Virtual Classroom a Reality series of online faculty development courses. Evaluation surveys indicate that ION activities have had an impact on the satisfaction and confidence of faculty teaching online courses. This paper examines the programs and resources that ION provides, the effectiveness of the program as a whole, and the lessons ION has learned about providing a large-scale faculty development program.

Is This Your Best Work?

2018 ◽  
pp. 1535-1545
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

Online Learning and Quality Practice With Administrative Support and Collaboration

2021 ◽  
pp. 837-854
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Student Learning ◽  
Postsecondary Education ◽  
Administrative Support ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue ◽  
Teaching Online ◽  
Demand For Education ◽  
Faculty Teaching

Higher education institutions must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy. There is a growing demand for education and a push for non-traditional ways of delivering knowledge and learning. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course. This chapter will examine and review key components of and tools for designing high impact online courses that support student learning and provide suggestions for faculty teaching online courses to assist in creating high-quality online courses that support teaching and, consequently, facilitate opportunities for student learning.

Is This Your Best Work?

2014 ◽  
pp. 82-91
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

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.

Burnout Prevention Through Professional Development

2022 ◽  
pp. 438-459
Author(s):  
Sally Smits Masten ◽  
S. Nikki Holland
Keyword(s):  
Risk Factors ◽  
Work Environment ◽  
Customer Service ◽  
Interdisciplinary Research ◽  
Performance Metrics ◽  
Additional Risk ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Professional Isolation ◽  
The University

Surging enrollment, high levels of student contact, and the professional isolation that can result from teaching remotely combine to increase the risk of burnout for faculty teaching online. Additional risk factors stem from higher education's turn toward a customer service model, its current emphasis on efficiency with the addition of performance metrics, and resulting feelings of loss of agency, efficacy, and belonging. However, the principles of self-determination theory—autonomy, competence, and relatedness—provide a foundation for creating a sustainable, engaging work environment for faculty that also benefits students and the university as a whole. This chapter draws from interdisciplinary research and the insights and experiences of faculty to detail the causes of and solutions for burnout, emphasizing the role institutions play in mitigating the risk factors. Finally, this chapter includes a playbook of concrete practices that departments and institutions can draw from to create opportunities for employees to collaborate, reflect, and flourish.

Online Group Projects

2005 ◽  
pp. 19-50 ◽  
Author(s):  
Valerie Taylor
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Online Courses ◽  
Online Classes ◽  
Online Instructors ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Group Projects ◽  
Online Staff Development ◽  
Online Group

This chapter provides an overview of the literature on group projects in online learning and outlines lesson modules for teaching online instructors to use group projects in their courses. The lessons themselves are structured to be an example of online staff development for distance learning faculty. While group projects are often included in on-campus classes, faculty teaching online courses are reluctant to use group projects for these classes. The technology and the students’ acceptance of the online learning environment should be used to extend the pedagogical benefits of group work. With adequate staff development, online instructors can successfully integrate group learning into online classes.

Pola Penggunanan Balanced Scorcard Pada Indikator Kinerja Utama Universitas Islam Negeri Syarif Hidayatullah Jakarta

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Fitriadi Fitriadi ◽  
Mahendro Sumardjo ◽  
Jubaedah Jubaedah
Keyword(s):  
Balanced Scorecard ◽  
Performance Indicator ◽  
Key Performance Indicator

Fenomena yang diteliti pada UIN Syarif Hidayatullah Jakarta adalah sulitnya melihat capaian kinerja dan pengukuran kinerja. Oleh karena itu, UIN Syarif Hidayatullah Jakarta kesulitan mengambil keputusan dalam manajemen kinerja, sebelum menggunakan IKU, UIN Syarif Hidayatullah Jakarta menggunakan manajemen anggaran dalam penilaian dan pengukuran kinerja. Penelitian ini menggunakan metode kualitatif studi lapangan dengan pendekatan fenomenologi. Yang diteliti adalah pengalaman pola penggunaan Balanced Scorecard (BSC) IKU atau Key Performance Indicator (KPI)  UIN Syarif Hidayatullah Jakarta tahun 2018. Setelah adanya IKU di UIN Syarif Hidayatullah Jakarta dengan menggunakan Balanced Scorecard (BSC). penilaian kinerja dan ukuran kinerja ini bisa sebagai acuan capaiaan kinerja untuk Perangkingan Perguruan Tinggi di tingkat nasional maupun internasional, Laporan Akuntabilitas Kinerja Instansi Pemerintahan (LAKIP), Rencana Strategis (Renstra) dan Rencana Induk Pengembangan Kampus (RIBKA) atau Milestones dengan melihat indikator, target dan ukuran pada lapran tersebut.

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