Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2021 ◽  
pp. 847-866
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2019 ◽  
pp. 20-39
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

Designing and Delivering Online Professional Development Courses for Online Educators

2019 ◽  
pp. 424-451
Author(s):  
Lockias Chitanana
Keyword(s):  
Professional Development ◽  
International Education ◽  
Learning Environments ◽  
Course Design ◽  
Online Professional Development ◽  
Educational Institutions ◽  
Resource Network ◽  
Online Educators ◽  
Learning Principles ◽  
Development Course

This chapter is based on a study that examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions among the participants in the course. The participants were 28 educators, who were working in different educational institutions in different countries throughout the world. The purpose of the study was to identify the constructivist learning principles that were behind the success of the course. The results of the study show that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. The results provide online professional development course designers with insights on how to plan and deliver a successful course.

Serving Rural Teachers Using Synchronous Online Professional Development

2010 ◽  
pp. 111-124 ◽  
Author(s):  
Shari L. Stockero
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Teacher Professional Development ◽  
Course Design ◽  
Lessons Learned ◽  
Online Professional Development ◽  
Rural Teachers ◽  
Design And Implementation ◽  
Teacher Professional ◽  
Development Course

This chapter describes the design and implementation of a blended online synchronous teacher professional development course that was developed to meet the needs of rural educators. The author discusses how research on teacher learning influenced both the course design and instruction and then describes course activities and the ways in which the participants engaged in them. Specific features of the course that supported teacher learning are discussed, the instructor’s and participants’ perspectives on the course are shared, and evidence of teacher learning is presented. The chapter concludes with lessons learned and a discussion of potential areas of research related to supporting teacher learning in online environments.

An industry-sponsored professional development course: design for automotive ASICs

1994 ◽  
Vol 37 (3) ◽  
pp. 312-318 ◽  
Author(s):  
P.J. Ainslie ◽  
W.A. Vincent ◽  
E.G. Whitaker
Keyword(s):  
Professional Development ◽  
Course Design ◽  
Development Course

Strategies for Online Course Development to Promote Student Success

2014 ◽  
pp. 152-164 ◽  
Author(s):  
Kaye Shelton ◽  
Diane Mason ◽  
Cindy Cummings
Keyword(s):  
Student Success ◽  
Online Teaching ◽  
Course Design ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Online Course ◽  
Course Development ◽  
Online Course Design ◽  
Online Student ◽  
Online Course Development

In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

scholarly journals Structure and Procedure for Developing an Online Course

2021 ◽  
pp. 83-98
Author(s):  
Chi P. Diep ◽  
Giang T.L. Nguyen ◽  
Nga T. Vo
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Course Design ◽  
Virtual Classroom ◽  
Learning Goals ◽  
Online Course ◽  
Asynchronous Learning ◽  
Learning Needs ◽  
Long Distance ◽  
Education Experience

Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested

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