Volume 16, Issue 2 - March 2012

Introduction to the Special Issue: Faculty Development for Online Teaching

Stephanie J. Jones, Texas Tech University
Katrina A. Meyer, University of Memphis

As co-editors of this special issue on faculty development for online teaching, we would like to make a few points before readers engage in the articles included in the issue. First, we intended the special issue to include research on faculty development programs, especially research that was based on an appropriate theory. These studies seem especially important given their exploration of the usefulness of theory for creating faculty development activities and evaluating theireffectiveness

Writing Professor as Adult Learner: An Autoethnography of Online Professional Development

Teresa Beth Henning, Southwest Minnesota State University

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Faculty Development for Online Teaching as a Catalyst for Change

Carol A. McQuiggan, The Pennsylvania State University - Harrisburg

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty’s initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student...

Technology Adoption in Higher Education: Overcoming Anxiety Through Faculty Bootcamp

Terri Johnson, Carroll University
Mary Ann Wisniewski, Carroll University
Greg Kuhlemeyer, Carroll University
Gerald Isaacs,Carroll University
Jamie Krzykowski, Carroll University

The reluctance to design and teach online courses in higher education is often attributed to technology anxiety in faculty. This article documents a faculty development model that has successfully helped faculty overcome this obstacle. “Bootcamps,” faculty development programs held at Carroll University in Waukesha, WI, were specifically and intentionally designed...

Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices

Kristin Koepke, University of Wisconsin-La Crosse
Alexander O’Brien, University of Wisconsin-La Crosse

An Online Instructor Training (OIT) program at the University of Wisconsin-La Crosse provides a three-week asynchronous training, focused on design, delivery, and facilitation of online courses. OIT trainees from 2010 and 2011 participated in a three-phase evaluation of the OIT. In Phase I, common conceptions (myths) about online education were assessed both...

Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development

Aimee deNoyelles, University of Central Florida
Clara Cobb, University of Central Florida
Denise Lowe, University of Central Florida

This paper describes the redesign of a faculty development program at a large public university that transitioned from weekly face-to-face meetings to a version that reduced seat time by half. Focus is on course development activities in which individual faculty began designing and developing their online courses. Survey data was...

Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach

Janet Reilly, University of Wisconsin, Green Bay
Christine Vandenhouten, University of Wisconsin, Green Bay
Susan Gallagher-Lepak, University of Wisconsin, Green Bay
Penny Ralston-Berg, The Pennsylvania State University

Faculty development is a critical process, enabling instructors to remain abreast of new discipline specific content and innovations in the scholarship of teaching and learning. The explosion of online higher education and advances in technology provide examples and rationale for why faculty development for e-learning is needed.  Literature on faculty...

Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development

Amber L. Vaill, Bay Path College
Peter A. Testori, Bay Path College

In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty to adjust to teaching online and providing assistance...

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

Barbara C. Storandt, ALTA Solutions Group, LLC
Lia C. Dossin, PBS Teacherline
Anna Piacentini Lacher, ALTA Solutions Group, LLC

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from comparable efforts for instructors in face-to-face environments. However, few studies provide empirical data that outline the ways in which preparation to teach online should differ, and only a handful link these practices to...

Promoting Continuous Quality Improvement in Online Education: The META Model

Eileen Dittmar, Capella University
Holly McCracken, Capella University

Experienced e-learning faculty members share strategies for implementing a comprehensive postsecondary faculty development program essential to continuous improvement of instructional skills. The high-impact META Model (centered around Mentoring, Engagement, Technology, and Assessment) promotes information sharing and content creation, and fosters collaboration among a fifty-member faculty team that is geographically dispersed...

Zero to Sixty Plus in 108 Days: Launching a Central Elearning Unit and Its First Faculty Development Program

Monica Orozco, Center for eLearning, Florida Atlantic University
James Fowlkes, Center for eLearning, Florida Atlantic University
Page Jerzak, Center for eLearning, Florida Atlantic University
Ann Musgrove, Center for eLearning, Florida Atlantic University

The Center for eLearning was established at Florida Atlantic University (FAU) as a result of a university-wide task force. A brief overview of the center’s start-up activity is followed by a thorough report of the first faculty development program created and implemented. The structure of the program is described, and data are...