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Archive for the ‘Faculty Development’ Category

Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses

Online course facilitation is critical to the success of online courses. Instructors use various facilitation strategies in online courses to engage students. One hundred instructors were surveyed on their perception of helpfulness of twelve different facilitation strategies used in online courses to enhance instructor presence, instructor connection, engagement and learning. Instructors’ timely response to questions […]

Exploring Factors that Impact Faculty Decisions to Teach Languages Online: Is It Worth the Individual Return on Investment?

Over the past decade, scholars have explored factors that motivate or impede faculty decisions to teach online in the broader context of higher education (Mitchell & Geva-May, 2009; Shea, Pickett, & Li, 2005; Tabata & Johnsrud, 2008; Wright, 2014; Zhen, Garthwait, & Pratt, 2008). However, comparable research in specific, academic disciplines is limited, especially as […]

Adjunct Faculty Participation in the Centralized Design of Online Courses

This literature-based study seeks to identify best practices for adjunct faculty participation in the centralized design of online courses. Literature from 2014–June 2018 relating to faculty participation in course and curriculum design was identified through a search of the ERIC database. Following further examination, nine studies were selected for analysis. These were analyzed within the […]

Missing the Process for the Product: Tension Between Instructor Goals and Student Perceptions of ePortfolios as Personalized Action Research

The creation of ePortfolios as a capstone project for school counselors-in-training has many benefits for the students, instructors, and program. However, there can be tension due to misalignments in goals and lived experiences of the ePortfolio even when the students find ePortfolios useful. This paper explores this tension between instructor goals and student perceptions of […]

Shifting Teaching and Learning in Online Learning Spaces: An Investigation of a Faculty Online Teaching and Learning Initiative

We examined the adoption of online teaching strategies by faculty members at a large midwestern research university who participated in a year-long learning community. The purpose of this study was twofold: 1) to investigate changes in teaching approaches resulting from a year-long e-learning professional development initiative; and 2) to understand the perceptions of factors that […]

Technology-Based Peer Review Learning Activities Among Graduate Students: An Examination of Two Tools

Peer review learning activities have been deemed an effective way to improve writing quality among graduate students. However, there was a paucity of extant literature that examined technology-based peer review learning activities. To address this gap, the present study investigated how technology tool usage affected the instructional design of peer review learning activities. A qualitative […]

Optimal Teaching and Learning Practices in Online Multiparticipant Courses

Recently, colleges have begun to employ online learning courses for multiple participants. Consequently, students need to master online learning skills. To improve this teaching model, this study investigated the considerations and teaching patterns of two lecturers in the same multiparticipant online courses: 102 students in one course and 70 students in the second. The students’ […]

The Shift to Remote Learning: The Human Element

What has changed in your (or your colleagues’) teaching practices as a result of the COVID-19 crisis? Did your institution’s (or your own) priorities or guiding principles for learners change? What is different for your learners? How do you expect your ability to support learners through technology to be enhanced or degraded? Will the relationship […]

Higher-ed tech adoption is more stressful than you might realiz

A survey of university professors released in mid-2019 reveals higher-ed tech adoption is one of their biggest sources of stress–a majority say they’ve experienced anxiety and both personal and professional tension. The survey points to the alarming notion that college and university faculty aren’t ready for technologically savvy students who have never known a world […]

Shifting Teaching and Learning in Online Learning Spaces: An Investigation of a Faculty Online Teaching and Learning Initiative

We examined the adoption of online teaching strategies by faculty members at a large midwestern research university who participated in a year-long learning community. The purpose of this study was twofold: 1) to investigate changes in teaching approaches resulting from a year-long e-learning professional development initiative; and 2) to understand the perceptions of factors that […]

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