Institutional Perspectives on Faculty Development for Digital Education in Canada

Autor/inn/en	VanLeeuwen, Charlene A.; Veletsianos, George; Belikov, Olga; Johnson, Nicole
Titel	Institutional Perspectives on Faculty Development for Digital Education in Canada
Quelle	In: Canadian Journal of Learning and Technology, 46 (2020) 2, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (VanLeeuwen, Charlene A.) ORCID (Veletsianos, George) ORCID (Belikov, Olga) ORCID (Johnson, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Foreign Countries; Faculty Development; Technology Education; Teacher Education; Technology Uses in Education; Web Based Instruction; Blended Learning; Higher Education; College Faculty; Capacity Building; Electronic Learning; Educational Objectives; Technological Literacy; Canada + Suchen Sie Ihr Suchwort? Ausland; Technisch-naturwissenschaftlicher Unterricht; Lehrerausbildung; Lehrerbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Web Based Training; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Educational objective; Bildungsziel; Erziehungsziel; Technisches Wissen; Kanada
Abstract	As digital education at the postsecondary level continues to grow, robust professional development that prepares faculty to teach in online and blended settings is necessary. In this study, we analyzed open-ended comments from the Canadian Digital Learning Research Association's annual survey of Canadian postsecondary institutions (2017-2019) to deepen our understanding of faculty training and support for digital education as articulated by higher education institutions. We found that: (a) digital education orientation or on-boarding processes for faculty vary widely; (b) institutions employ an extensive array of professional development practices for digital education; (c) institutions report culture change, work security, and unclear expectations as challenges in providing digital education training and support; and (d) institutions articulate aspirations and hopes around professional development investments in order to build digital education capacity. These findings have significant implications for research and practice, which we describe in this article. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01