2.50
Hdl Handle:
http://hdl.handle.net/10755/620377
Category:
Full-text
Type:
Presentation
Title:
Faculty Development in Online Instruction
Other Titles:
Preparing Faculty for Online Instruction
Author(s):
Graham, Lorri
Lead Author STTI Affiliation:
Tau Omicron
Author Details:
Lorri Graham, CPHQ, CIC, CNE, lorri.graham@osfhealthcare.org
Abstract:
Session presented on Monday, September 19, 2016: The rapid transformation of courses in higher education from the classroom to the Internet has surpassed the ability of many colleges and universities to properly prepare faculty to competently teach in an online environment. Literature supports that there are many differences between face-to-face and online courses, but faculty are often asked to teach online courses without any previous formal training in those differences or given strategies to successfully engage students in the online environment. As a strategy to address the perceived gap in practice, a faculty needs assessment survey was completed by online faculty at a private nursing college that identified a need for education in online instruction pedagogy, best practices and resources.� The findings from the faculty needs assessment survey were similar to findings in the comprehensive literature review. To provide the education needed, it was requested by faculty that the modality be self-paced, easy to navigate, and provided in a series of short sessions. Faculty also expressed the desire to have some kind of reward for completion, so three hours of Continuing Education Credits (CEUs) were obtained from the Ohio State Nursing Association. �A series of three faculty development modules were then created to provide all college faculty with training on how to teach online prior to beginning online instruction.� The three modules were interactive, allowing faculty to experience what students experience in an online course, and included homework assignments and reflection through online threaded discussion with their peers. The modules provided education on online pedagogy, best practices, strategies for student engagement, and a wide variety of online resources for course development. �Upon completion of all modules, faculty were asked to complete a program evaluation that assessed how well course objectives were met using a 1-5 Likert Scale and allowed for faculty to share any additional comments. Thirty-one out of 57 faculty completed the modules, with 22 completing the program evaluation. The results were positive in both numeric and narrative responses.� All faculty that completed the modules received a Certificate of Completion and Continuing Education Units (CEUs). Chou, C. C. (2012). Creating a performance-based faculty development process for online teaching. In P. Resta (Ed.), Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 2258-2263). Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved from http://www.editlib.org/p/39921. Clark, D. (2013). Designing online learning activities. In K. Frith & D. Clark (Eds.), Distance education in nursing (pp. 135-143, 3rd ed.). New York, NY: Springer Publishing Company. Meyer, K. A., & Murrell, V. (2014). A national study of training content and activities for faculty development for online teaching. Journal of Asynchronous Learning Networks, 18(1).�
Keywords:
faculty; online; instruction
Repository Posting Date:
16-Sep-2016
Date of Publication:
16-Sep-2016
Other Identifiers:
LEAD16N03
Conference Date:
2016
Conference Name:
Leadership Connection 2016
Conference Host:
Sigma Theta Tau International
Conference Location:
Indianapolis, Indiana, USA
Description:
Leadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleFaculty Development in Online Instructionen
dc.title.alternativePreparing Faculty for Online Instructionen
dc.contributor.authorGraham, Lorrien
dc.contributor.departmentTau Omicronen
dc.author.detailsLorri Graham, CPHQ, CIC, CNE, lorri.graham@osfhealthcare.orgen
dc.identifier.urihttp://hdl.handle.net/10755/620377-
dc.description.abstractSession presented on Monday, September 19, 2016: The rapid transformation of courses in higher education from the classroom to the Internet has surpassed the ability of many colleges and universities to properly prepare faculty to competently teach in an online environment. Literature supports that there are many differences between face-to-face and online courses, but faculty are often asked to teach online courses without any previous formal training in those differences or given strategies to successfully engage students in the online environment. As a strategy to address the perceived gap in practice, a faculty needs assessment survey was completed by online faculty at a private nursing college that identified a need for education in online instruction pedagogy, best practices and resources.� The findings from the faculty needs assessment survey were similar to findings in the comprehensive literature review. To provide the education needed, it was requested by faculty that the modality be self-paced, easy to navigate, and provided in a series of short sessions. Faculty also expressed the desire to have some kind of reward for completion, so three hours of Continuing Education Credits (CEUs) were obtained from the Ohio State Nursing Association. �A series of three faculty development modules were then created to provide all college faculty with training on how to teach online prior to beginning online instruction.� The three modules were interactive, allowing faculty to experience what students experience in an online course, and included homework assignments and reflection through online threaded discussion with their peers. The modules provided education on online pedagogy, best practices, strategies for student engagement, and a wide variety of online resources for course development. �Upon completion of all modules, faculty were asked to complete a program evaluation that assessed how well course objectives were met using a 1-5 Likert Scale and allowed for faculty to share any additional comments. Thirty-one out of 57 faculty completed the modules, with 22 completing the program evaluation. The results were positive in both numeric and narrative responses.� All faculty that completed the modules received a Certificate of Completion and Continuing Education Units (CEUs). Chou, C. C. (2012). Creating a performance-based faculty development process for online teaching. In P. Resta (Ed.), Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 2258-2263). Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved from http://www.editlib.org/p/39921. Clark, D. (2013). Designing online learning activities. In K. Frith & D. Clark (Eds.), Distance education in nursing (pp. 135-143, 3rd ed.). New York, NY: Springer Publishing Company. Meyer, K. A., & Murrell, V. (2014). A national study of training content and activities for faculty development for online teaching. Journal of Asynchronous Learning Networks, 18(1).�en
dc.subjectfacultyen
dc.subjectonlineen
dc.subjectinstructionen
dc.date.available2016-09-16T14:25:13Z-
dc.date.issued2016-09-16-
dc.date.accessioned2016-09-16T14:25:13Z-
dc.conference.date2016en
dc.conference.nameLeadership Connection 2016en
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationIndianapolis, Indiana, USAen
dc.descriptionLeadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.en
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