Assessing the Impact of Faculty Development for Online Instructors
Emily Hixon, Janet Buckenmeyer, Casimir Barczyk, Lori Feldman, Purdue University Calumet, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This study summarizes the results of a program evaluation of the Distance Education Mentoring Program (DEMP), an ongoing initiative at Purdue University Calumet, Indiana (USA) designed to enhance the development of online courses by mentoring faculty in instructional design principles and technology. The evaluation covers a four year period and is based on a survey of 47 protégé-participants, who are both faculty members and clients of the program, using an anonymous online questionnaire. The research questions yielded evidence that focused on two broad themes, one of which was faculty participation, satisfaction, and university impact of the program. The second theme addressed the programmatic modifications required by a changing faculty client base. Policy implications for program administrators are discussed to help universities develop a competitive advantage in the growing market for online education.
Hixon, E., Buckenmeyer, J., Barczyk, C. & Feldman, L. (2011). Assessing the Impact of Faculty Development for Online Instructors. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 672-681). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
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