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Archive for the ‘Faculty Development’ Category

A Confirmatory Factor Analysis of a Teaching Presence Instrument in an Online Computer Applications Course

Academic research has consistently shown effective teacher presence to be a significant factor in stu-dent satisfaction, engagement, perceived learning, and sense of community. The need for effective teaching presence remains of significant importance, particularly with the vast growth of online courses and online degree programs. It is, therefore, also necessary to evaluate the instruments used […]

A New Spin on Quality: Broadening Online Course Reviews Through Coaching and Slow Thinking

Many faculty struggle with designing and teaching online courses. Classic standardized course review models, such as the ones developed by Quality Matters (QM), are valuable tools, yet they often enforce rigid standards and lead to time-intensive course reviews. This paper offers a new solution as two faculty ask, “What would happen if an online course […]

Enabling Online Initiatives: The Role of Teaching and Learning Center Leaders at Small, Private Colleges

As online learning continues to grow and became an integral component of many higher education institutions, the role of leadership in guiding those online learning initiatives differs from institution to institution. This paper explores the experiences of leaders in centers for teaching and learning who have a role in online learning leadership at small, private […]

Is Students’ Early Career Success Their Professors’ Problem?

A new paper asserts the faculty’s obligation to embrace “career-relevant instruction.” What exactly does that mean, for professors and students? Inside Higher Ed

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 Faculty Perceptions about Classroom Technology Integration and Acceptance: A Literature Review

In examining the complexity of how higher education institutions integrate and adopt classroom technology, this study explores literature regarding classroom technology integration and acceptance that appears in research articles published from 2012-2018. The literature review of 148 articles was centered on a deeper understanding of faculty perceptions regarding classroom technology integration and acceptance. The evidence […]

Avoiding Unforced Errors in Online Courses

Working from a checklist of best practices can help medical teams care for their patients better. A similar approach might help professors (and the professionals they work with) support students better, Penelope Adams Moon writes. Inside Higher Ed

Evidence-Based Learning: Futures Using learning design and learning analytics to empower teachers to meet students’ diverse needs

With the introduction of learning design in early 2000 and learning analytics in 2012, the OU has led the way in how teachers make complex decisions to design interactive courses, and how students can maximise their learning potential. The next obvious steps would be to include AI, personalisation, and student-led learn- ing analytics to provide […]

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating […]

Social media and professional development: a systematic review

The great popularisation of social media at the beginning of the 21st century has led to the production of many empirical studies in an attempt to explore the opportunities these platforms provide for different activities, such as learning and updating for professionals. This study aims to identify and summarise the main characteristics of research into […]

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