A National Study of Theories and Their Importance for Faculty Development for Online Teaching

Autor/inn/en	Meyer, Katrina A.; Murrell, Vicki S.
Titel	A National Study of Theories and Their Importance for Faculty Development for Online Teaching
Quelle	In: Online Journal of Distance Learning Administration, 17 (2014) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-3847
Schlagwörter	Colleges; Faculty Development; Electronic Learning; Measures (Individuals); Educational Research; Classification; Cognitive Style; Learning Theories; Adult Learning; Independent Study; Andragogy; Instructional Design; Experiential Learning; Teacher Surveys; Likert Scales + Suchen Sie Ihr Suchwort? College; Hochschule; Fachhochschule; Messdaten; Bildungsforschung; Pädagogische Forschung; Classification system; Klassifikation; Klassifikationssystem; Cognitive styles; Kognitiver Stil; Learning theory; Lerntheorie; Adulte education; Adult training; Erwachsenenbildung; Selbststudium; Andragogics; Andragogik; Lesson concept; Lessonplan; Unterrichtsentwurf; Experiental learning; Erfahrungsorientiertes Lernen; Likert-Skala
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. An instrument of 26 items was developed based on a review of literature on faculty development for online teaching and analyzed in Meyer (2014). The study found that 72% (n = 29) organizations used learning style theory as a basis for their training activities, followed by 69% that used adult learning (Merriam, 2001) and self-directed learning (Knowles, 1975), 64% that used Kolb's (1984) experiential learning model, 59% that used Knowles' (1975) andragogy theories, and 54% that used various instructional design models. Models of good practice were strongly favored (79%) over research on online learning (31%) or theories of learning (23%) in faculty training. Pedagogies of online learning were most important to 92% of the respondents, while research about online learning was most important to only 23% of those who completed the survey. Differences based on Carnegie classification were also found. (As Provided).
Anmerkungen	State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10