Faculty Development Programming: If We Build It, Will They Come? (EDUCAUSE Quarterly) |... - 0 views
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Designers of faculty development programs typically rely on commonly held assumptions about what faculty need to know—a constant guessing game regarding what topics to cover and what training formats to use. The resulting seminars, workshops, training materials, and other resources are typically hit-or-miss in terms of faculty participation and acceptance.
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George Bradford on 20 Feb 12This is a statement without warrants - Carol should know better.
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Research Question 1: With which aspects of teaching online do faculty need assistance?
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With regard to designing and developing online courses, faculty were most interested in the following topics: Choosing appropriate technologies to enhance their online course (55.9 percent). Converting course materials for online use (35.3 percent). Creating effective online assessment instruments (35.3 percent). Creating video clips (33.8 percent). Determining ways to assess student progress in an online course (33.8 percent). Course delivery topics that held the most interest included: Facilitating online discussion forums (47.1 percent). Building and enhancing professor-student relationships in the online classroom (39.7 percent). Facilitating web conferencing sessions (35.3 percent). Increasing interactions in an online course (35.3 percent). Managing online teaching workloads (33.8 percent). Providing meaningful feedback on assignments (32.4 percent).
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Faculty Development Programming: If We Build It, Will They Come? © 2008 Ann Taylor and Carol McQuiggan. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 license (http://creativecommons.org/licenses/by-nc-nd/3.0/). EDUCAUSE Quarterly, vol. 31, no. 3 (July-September 2008) A faculty development survey analyzed what faculty want and need to be successful teaching online By Ann Taylor and Carol McQuiggan The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time.1 It has been well documented that faculty need training and assistance to make the transition from teaching in a traditional face-to-face classroom to teaching online.2 Faculty professional development related to teaching online varies widely, from suggested readings to mandated training programs. Various combinations of technological and pedagogical skills are needed for faculty to become successful online educators, and lists of recommended competencies abound.