OC10023 -Faculty Learning Communities and Distance Learning 1 Running head: FACULTY LEARNING COMMUNITIES: A MODEL FOR DL Faculty learning communities (FLCs): Using experience as a leveraged resource for an evolving distance learning (DL) faculty developme (original) (raw)
Related papers
2017
Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty in designing and teaching fully online courses. The purpose of this article is to describe the eQIP (one institution's multipronged approach of online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed. Highlights • The program of online faculty development is demonstrated. • Faculty participation, perception, and concern of the program are examined. • Faculty appreciation for online professional development for online course design, development, and delivery is discussed. • Lessons learned and future improvements for the program are outlined.
Using ADDIE to Design Online Courses Via Hybrid Faculty Development
In the 2014-2015 academic semesters, Instructional designers at Texas State University piloted a hybrid faculty development course for instructors who were building hybrid or fully online college courses to be taught in upcoming semesters. The Instructional Design team used the ADDIE instructional design model to guide the creation of the faculty development course. During the course, participants were also taught the principles that underlie the ADDIE model as they created their courses. Participants were provided planning and design templates, instructor feedback, opportunities for practice, and group sessions for sharing and peer feedback. Participants were generally satisfied with the course design, navigation, and instructional activities. Participants’ expectations were generally met and would recommend the course to others. Finally, participants all indicated they had confidence to, and were likely to, apply their new knowledge and skills to future online course creations, particularly the use of the Planning Matrix Template.
Building Community in Online Faculty Development
2019
The purpose of this mixed-methods study was to examine current best practices building community in online faculty development (FD). Ongoing participation in pedagogical FD is critical to teaching today due to changing technologies, pedagogical strategies, and increasing numbers of at-risk students. However, competing demands make prioritizing FD challenging. As a result, many institutions are implementing online asynchronous FD offerings. Little research exists on online offerings specifically for faculty with needs and motivations different from students. Particularly, it is important to look at social construction of knowledge through community in online asynchronous FD. This study supplemented the scant literature by interviewing 27 online FD designers from 25 institutions in 14 of US states. This included 14 public and seven private doctoral-granting institutions and four commercial enterprises providing online FD as a service. Next, a four-week online FD course was built to explore the designer recommendations. Thirty-one faculty from 10 US states participated. Pre-and postcourse surveys, course submissions, and post-course interviews were collected. Results indicated successful building of community. Five themes were identified. 1) Participants need opportunities for deliberate practice that incorporate application, feedback, and reflection. 2) Participants seek to customize their experience to their unique backgrounds and needs. 3) Participants desire a learner-centered experience that elicits and values their contributions. 4) Community vi TABLE OF CONTENTS
Perhaps the first and most important step that an educator must take, and for that matter an institution dedicated to the dissemination of knowledge, when considering online instruction is to reflect on the importance of theory as a foundation to develop high quality, feasible and sustainable online delivery. This paper represents an ongoing collaboration between faculty and instructional development personnel of California State University, Monterey as they develop a course that is compliant with Quality Matter Standards QMS. The paper supports the contention that established universities can entice its qualified instructors to contribute to an enriched and purposeful online offerings by creating mechanisms of support and incentive that is organized around collaboration between content experts and delivery experts. The paper presents an example of such interaction.
During the spring of 2017, Winthrop University rolled-out a new faculty training and development program, called Winthrop Exemplary Online Course (WEOC), to increase the number and diversity of online course offerings at the school during the summer sessions. Grounded in andragogical principles, the WEOC program also had the aim of providing participating faculty members with the requisite skills to develop more student-centered, engaging, and user-friendly online courses. Preliminary results indicate that the WEOC program achieved its key goals and objectives. Moreover, faculty participants noted that the program stands to build upon existing teaching and learning efforts and approaches at the University to foster increased levels of students' achievement, retention, and persistence. In this paper, we present the development, design, and roll-out of the WEOC program. We will also highlight educational outcomes, faculty reactions, and lessons learned from integrating the exemplary online course program at the University.
Understanding and Applying Technology in Faculty Development Programs
CELDA 2013 Conference Proceedings, Fort Worth, TX, 2013
Being aware of what is absent in faculty development programs is important for practitioners and researchers so that they can create and advance programs, and support the development of knowledge, skills, and abilities for distance education instructors. Requests for distance education courses persist to grow at the college and university levels, as students and corporations push for more flexibility in education. Administrators emphasize the return on investment, while faculty members develop distance education courses. More and more faculty members are being prompted to facilitate in the distance education and online arena. This paper focuses on the current state of knowledge needed by facilitators to teach and deliver education using androgogical techniques and technologies. Additionally it emphasizes the need to understand the different types of available technologies and understand their applicability to facilitate learning. These technologies are becoming more and more important to facilitators and administrators as the Internet continues to energize educational deliveries.
Multidisciplinary Team-based Model for Faculty Supports in Online Learning
Collected Essays on Learning and Teaching
This study examined the experiences of three new online instructors supported by a multidisciplinary, team-based model of course development and how their experiences may transform their knowledge of teaching and learning. In-depth, individual interviews with instructors during the course development process provided insights into participants’ perspectives. Analysis reveals faculty reflected positively on the overall development process and that they intend to incorporate new understandings in future course design, suggesting that the model provides a solid foundation for online course development and faculty support. Based on a cross-case analysis using Cranton’s (2002) adaptations to transformative learning theory, findings indicated the importance of critical reflection and discourse during the course development process. Lastly, the need for development teams to acknowledge time-management concerns and to consider instructors as novice learners is recognized as an essential req...
Online Faculty Development for Creating E-learning Materials
Education for health (Abingdon, England)
Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and par...