A National Study of Training Content and Activities for Faculty Development for Online Teaching
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 workshops, one-on-one training opportunities, short sessions, hands-on training, one-time training, and creating an online course. Interesting differences by Carnegie institution type were found. These differences are perhaps explained by developers placing more value on teaching pedagogies than tools.
Journal of Asynchronous Learning Netwoks
