Does Participating in an Online Course Development Program
Emily Hixon, Janet Buckenmeyer, Casimir Barczyk, Lori Feldman, Purdue University Calumet, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
There seems to be much anecdotal evidence that many faculty members do experience shifts in pedagogical beliefs after successfully developing and teaching an online course. Some anecdotal accounts have been published in the professional literature; however, empirical evidence on this topic has not been adequately investigated and reported. Because of this gap in the literature, there are two topics that will be explored through this roundtable session: 1) how can we, as researchers, empirically explore this topic to provide valid and reliable evidence that online instructional design skills do transfer to success in teaching regardless of the delivery medium; and 2) how can faculty development and online course development opportunities be structured to facilitate reflective thought and careful examination of how pedagogical beliefs and instructional practices relate to student learning outcomes.
Hixon, E., Buckenmeyer, J., Barczyk, C. & Feldman, L. (2009). Does Participating in an Online Course Development Program. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2387-2390). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)