You are here:

New Directions in Preparing Instructors for Online Teaching PROCEEDINGS

, University of Wisconsin-Madison, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With evermore colleges and universities providing online courses and programs, it is increasingly necessary to find effective, efficient ways to prepare instructors for online teaching. How are these efforts being structured? What is required? What commitment are instructors willing to give in order to learn effective online teaching strategies? This presentation will present the results of an investigation conducted by a professional development unit at UW-Madison that attempted to determine answers to those questions. It will conclude with a discussion of how the unit plans to introduce structural changes into its programs to better reflect instructors' needs for customizable and flexible learning opportunities. The presentation will also mention the contextual factors that affect such decisions and invite the audience to consider how the ideas from this presentation can be interpreted and applied within the audience members’ own contexts.

Citation

McCloskey, E. (2013). New Directions in Preparing Instructors for Online Teaching. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 761-764). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2018 from .

View References & Citations Map

References

  1. Chen, B., Sugar, A., & Bauer, S. (2012). Effective Faculty Development through Strategies for Engagement and Satisfaction. EDUCAUSE Review Online, September 5, 2012. Retrieved from: http://www.educause.edu/ero/article/effective-facultydevelopment-through-strategies-engagement-and-satisfaction
  2. DeNoyelles, A., Cobb, C., & Lowe, D. (2012). Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development. Journal of Asynchronous Learning Networks, 16(2).
  3. Kosak, L., Manning, D., Dobson, E., Rogerson, L., Cotnam, S. & McFadden, C. (2004). Preparing to teach online? Perspectives of faculty in the University of North Carolina System. Online Journal of Distance Learning Administration, 7(3). Retrieved from: http://www.westga.edu/~distance/ojdla/fall73/kosak73.html
  4. Lackey, K. (2011). Faculty Development: An Analysis of Current and Effective Training Strategies for Preparing Faculty to Teach Online. Online Journal of Distance Learning Administration, 14(4). Retrieved from: http://www.westga.edu/~distance/ojdla/winter144/lackey144.html
  5. Luck, A. & McQuiggan, C. (2006). Discovering What Faculty REALLY Need to Know About Teaching Online. Proceedings from the 22nd Annual Conference on Distance& Learning, Madison, WI. Retrieved from: http://www.uwex.edu/disted/conference/Resource_library/proceedings/06_4160.pdf
  6. Perreault, H., Waldren, L., Alexander, M., & Zhao, J. (2002). Overcoming Barriers to Successful Delivery of Distance-Learning Courses. Journal of Education for Business, 77(6), 313-319.
  7. Ray, J. (2009). Faculty Perspective: Training and Course Development for the Online Classroom. MERLOT Journal of Online Learning and Teaching, 5(2). Retrieved from: http://jolt.merlot.org/vol5no2/ray_0609.pdf

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.