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Archive for the ‘Faculty Development’ Category

Assuring Student Learning Outcomes Achievement Through Faculty Development: An Online University Example

Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning Model (RLM) and its associated unique pedagogy and learning management […]

“They Look at Themselves and Say: “Well, Okay…””: The Contribution of Video to Professional Identity Development

This paper focuses on the development of professional identity by the use of video technology. On the basis of empirical material from a professional bachelor’s e-learning programme, it is argued that the use of video can contribute to reflection of professional identity through its opportunities for visual reification of the professional “Me”: while acting in […]

The Pulse: Teaching in a Digital Age

This month’s episode of The Pulse podcast features an interview with A.W. (Tony) Bates, distinguished visiting professor at Ryerson University and CEO of Tony Bates Associates. In the discussion with The Pulse’s host, Rodney B. Murray, Bates describes the principles that guide effective teaching in this digital era and how to help faculty members embrace […]

Faculty Members’ Instructional Priorities for Adopting OER

This study aimed to investigate and classify faculty members’ instructional priorities for adopting OER. In-depth interview data were collected from 10 faculty members from different regions and analyzed with NVivo 10. The original supposition was that the well-established instructional priorities, effectiveness, efficiency, and appeal would apply. However, it was found that in adopting OER, these […]

Teaching Competencies for the Online Environment

The goals of this study are to identify key competency areas that lead to success in online instruction and to develop a framework that supports professional development and self-assessment. To identify the key competency areas, skills and behaviours presented within current literature were analyzed. Secondly, gaps were identified and levels of competence were determined within […]

Teaching Multiple Online Sections/Courses: Tactics and Techniques

The challenge of teaching online increases as the number of sections or courses increase in a semester. The tactics and techniques which enrich online instruction in the tradition of quality matters can be modified and adapted to the demands of multiple instructional needs during a semester. This paper addresses time management and instructional design strategies […]

Adjuncts Matter: A Qualitative Study of Adjuncts’ Job Satisfaction

The extrinsic factors that influence the workplace experiences of 27 adjuncts teaching online were explored. In this qualitative research study, the adjuncts’ lived experiences were examined through in-depth interviews. The results indicated three emergent factors which influenced the participants’ workplace experiences, and the alternative methods adjuncts employed to ensure their professional well-being. The emergent extrinsic […]

Demand for online classes grows at Purdue

WEST LAFAYETTE, Ind. — Purdue University professor Patricia Hart was a little hesitant about shifting her traditional, in-person Spanish film class to an entirely online course. jconline

A Desire for Growth: Online Full-Time Faculty’s Perceptions of Evaluation Processes

College and universities evaluate the teaching performance of faculty members in a variety of ways. Benefits to effective faculty evaluation include advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990; Glassick, Huber, & Maeroff, 1997). While there is […]

Supporting the Adoption of Technology Enhanced Learning by Academics at Universities

This paper makes a number of recommendations to academic leaders and practicing academics on promoting the uptake of technology-enabled learning (TEL) across their institutions and on their programmes. The approach throughout is to privilege the academic voice and to reflect the views of practicing academics and their students. The authors – the heads of an […]

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