A National Study of Training Content and Activities for Faculty Development for Online Teaching

Autor/inn/en	Meyer, Katrina A.; Murrell, Vicki S.
Titel	A National Study of Training Content and Activities for Faculty Development for Online Teaching
Quelle	In: Journal of Asynchronous Learning Networks, 18 (2014) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Colleges; National Surveys; Faculty Development; Online Courses; Virtual Classrooms; Student Evaluation; Academic Achievement; Integrated Learning Systems; Cognitive Style; Models; Instructional Design; Workshops; Individual Instruction; Experiential Learning; Teaching Methods; Classification; Measures (Individuals); School Surveys + Suchen Sie Ihr Suchwort? College; Hochschule; Fachhochschule; Online course; Online-Kurs; Schulnote; Studentische Bewertung; Schulleistung; Cognitive styles; Kognitiver Stil; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernwerkstatt; Schulung; Individuelles Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Messdaten
Abstract	This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the institutions) was assessment of student learning, followed by creating online community (91.1%), and training on the institution's CMS, student learning styles, and instructional design models (all at 84%). Most frequent training activities (over 90% of institutions) were the workshop, one-on-one training, short sessions, hands-on training, one-time training, and creating an online course. Interesting differences by Carnegie institution type were found, perhaps explained by developers placing more value on teaching pedagogies than tools. (As Provided).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10