Virtual Faculty Strategies for Supporting Motivation of Online Doctoral Students

Our study focused on online faculty members and their perceptions of the strategies and activities they use to promote progress for and motivation in their online graduate students, particularly at the dissertation/doctoral study phase of the program. Results show high-achieving faculty members vary their strategies according to each students’ needs. High-achieving faculty members reach out to students often, offer encouragement throughout the process, and establish realistic goals.

Study of Master's Dissertations in Medical Education in the Virtual Faculty of Medical Education and Management of Shahid Beheshti University of Medical Sciences in the Years 2011 to 2016

Background: Analysis and review of dissertations over a period of time is one of the methods of viewing documents so that by formulating newer topics, a platform will develop for scientific advancement in the fields related to various academic majors. Objectives: The purpose of this study was to review master's dissertations of medical education graduates in the virtual school of medical education and management of shahid Beheshti University of Medical Science in the years 2011 to 2016. Methods: In this study, 144 master's dissertations of medical education students graduated in 2011 - 2016 from the virtual school of medical education and management of Shahid Beheshti University of Medical Science were evaluated. Using an information checklist, relevant data were extracted from the dissertations. The topics of these dissertations were categorized into nine general categories. Also, we also reviewed the journals in which the articles extracted from the dissertations were published. Results: Overall, 74 MSc. dissertations in medical education (2011 to 2016) in the Virtual Faculty of Medical Education and Management of Shahid Beheshti University of Medical Sciences were evaluated, and the relevant journals in which the extracted articles were published were also reviewed. Conclusions: The results of this study showed that the tendency of students for conducting descriptive studies and using questionnaires was significantly higher, ignoring other research methods. This issue needs to be evaluated, and authorities should determine relevant causes to help planning and to create more diversity in the types of studies in this field. Also, due to the non-allocation of dissertations to some subject areas, such as reviewing and analyzing processes, there is a need to prioritize this topic when selecting future dissertations’ subjects and appropriately direct students to achieve the desired situation.

Action Adventure Game Based for Virtual Faculty Environment

Aim of this game is to promote Faculty of Information and Communication Technology (FTMK) and teach a basic C++ programming using game. FTMK is a faculty at University Teknikal Malaysia Melaka (UTeM) that offer computer science and information technology course. The Savior is an action adventure game that consist of several mission and story that need player to follow. The mission is involving of answer the question and fight the enemy. This game is action adventure where the game is not totally full educational game. It also has some entertainment and action in this game. The objective of this project is to study on action adventure game for educational based game. Next, to design and develop educational based action game that concentrating on promoting FTMK. Finally, to evaluate, debug and then conduct a survey for the corresponding action adventure game. This project has four phases, which is Concepting phase, Per-Production phase and Post Production phase. The expected result is to let people know more about FTMK and more understand C++ programming language.

Access, Relevance, and Inclusivity

As institutions have expanded their virtual learning options to reach a broader community of learners, they have also increased the number of virtual faculty—largely adjunct or otherwise contingent—working remotely from the primary institution's location. Supporting the professional growth of these geographically dispersed faculty members presents complex challenges for faculty developers, who, often with limited resources, must adopt new approaches. Against this backdrop are increasing expectations for all faculty to gain proficiency in new teaching methodologies, modalities, and learning analytics to increase student retention. This chapter reports on a comprehensive, multi-modal, and multi-perspective study undertaken by one institution regarding the needs of this changing faculty demographic, including virtual and face-to-face adjunct and full-time faculty. The research yielded insights from the student, faculty, and administrator perspectives. Recommendations are presented for creating accessible, relevant, and inclusive faculty development that integrates faculty at all ranks.

Development of a Virtual Faculty Network Using Flipgrid

The new landscape of contingent employment in higher education has presented unique challenges for educational institutions preparing working professionals to assume roles as educators. Unlike their traditional counterparts, adjunct faculty possess disciplinary knowledge and expertise but lack formal, academic preparation for teaching (Anderson, 2009; Cangelosi, Crocker, & Sorrell, 2009; Girard, 2003; Spencer, 2013). Consequently, adjunct faculty require additional tools for on-going development and to feel connected to the organization (AACN, 2017; McDonald, 2010). Such faculty supports influence employee motivation and workplace engagement (Bauer, 2011; Meixner, Kruck, & Madden, 2010) and are positively correlated with job satisfaction and organizational commitment (Gappa, 2000; Lew, 2009). To address the complex needs of adjunct nursing and health professions faculty, the College of Nursing and Health Care Professions has implemented an approach to faculty development using Flipgrid, a video discussion platform. Most commonly used in K-12 education as a learning tool for students, the platform was “flipped” to engage adjunct faculty across health disciplines in a virtual faculty network. Twelve faculty participated in a beta test over the course of a semester to evaluate accessibility, functionality, and overall usefulness of the platform to influence faculty engagement. Results were consistent with the literature pertaining to faculty work engagement (Forbes, Hickey, & White 2010; McDonald, 2010; Raman, 2015). Faculty reported that the professional development activity promoted a sense of community among educators and encouraged collaboration. Ability to engage in meaningful dialog, outside of traditional meetings, was reported as a major theme influencing the sharing of best practices.