A National Study of Training Content and Activities for Faculty Development for Online TeachingReport as inadecuate




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Journal of Asynchronous Learning Networks, v18 n1 2014

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the institutions) was assessment of student learning, followed by creating online community (91.1%), and training on the institution's CMS, student learning styles, and instructional design models (all at 84%). Most frequent training activities (over 90% of institutions) were the workshop, one-on-one training, short sessions, hands-on training, one-time training, and creating an online course. Interesting differences by Carnegie institution type were found, perhaps explained by developers placing more value on teaching pedagogies than tools.

Descriptors: Colleges, National Surveys, Faculty Development, Online Courses, Virtual Classrooms, Student Evaluation, Academic Achievement, Integrated Learning Systems, Cognitive Style, Models, Instructional Design, Workshops, Individual Instruction, Experiential Learning, Teaching Methods, Classification, Measures (Individuals), School Surveys

Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher[at]sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main





Author: Meyer, Katrina A.; Murrell, Vicki S.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1693&id=EJ1030527







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