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In this paper, the author proposes that microteaching may be practiced through online media. The core concept of traditional microteaching is that it is a manipulative technique used to facilitate self-reflective and critical thinking processes while teaching. Preliminary research was conducted with elementary teachers who were participating in University Terbuka, Indonesia online microteaching program. A […]
Research indicates that students find open educational resources (OER) favorable, but there is no research regarding students’ perceptions of faculty who use open textbooks. In the present study we examined this topic experimentally with two undergraduate psychology courses at a small public university. Participants read two passages—one about an instructor using an open textbook and […]
Virtual Professional Learning Communities (PLC) have become an innovative way to meet the professional development needs of faculty in the online learning environment. Walden University’s model for PLCs, the Walden Junto, uses a combination of synchronous and asynchronous online strategies and is based on a philosophy that embraces the faculty members’ needs for professional growth […]
This study explored priorities for online instructional behavior in post-traditional programs at Private Christian University (PCU). No prior study had been identified that compared the online instructional priorities among full-time faculty (n = 73) and online adjunct faculty (n = 69). This study would benefit those who oversee online instructional standards or who operate online […]
Individualized approaches to online course design benefit faculty in numerous ways. Using a “concierge” model approach, this paper describes the working principles and steps used in course development. The general approach directly addresses many inherent problems with instructional design processes, which often highlight discrepancies in preparation and background between instructional designers and faculty as “subject […]
Online faculty must uphold institutional expectations for their performance. Typically, online institutions have specific guidelines for faculty-to-student interactions; yet, student expectations of faculty may not necessarily align with institutional requirements. This study included a typological analysis of institutional requirements for online faculty in terms of student engagement. Then, student comments regarding faculty performance expectations were […]
The competency-based educational (CBE) model has been implemented in numerous colleges and universities across the United States since its inception. While some of these institutions have elected to adopt CBE within a limited number of academic departments or programs, others have chosen to build their entire curriculum in such a way that requires all students […]
Drawing from a design and development research approach, specifically model research, this study investigated the perspectives of higher education faculty and administrators regarding their experiences with a university-wide electronic portfolio implementation initiative. Participants in the study were fifty-two faculty and administrators at a large research university in the United States who were either continued users […]
What constitutes excellence in teaching for university faculty when they are expected or required to create quality online courses? This is a question that will increasingly be asked of members of promotion and tenure committees as market pressures demand entire degrees be delivered online. Developing a quality online course is a significant commitment in time […]
With the uptake of distance learning (DL), which has actually been marginal for most academics, teaching contexts, traditional power structures and relationships have been transformed, leaving lecturers potentially disenfranchised. Institutional and cultural change is vital, particularly changes concerning academic roles. The advent of DL has caused role ambiguity; however published literature related to academic roles is confusing and […]
