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. This study found that the most frequently offered training content (97% of the institutions) was assessment of student learning, followed by creating online community (91.1%), and training on the institution's CMS, student learning styles, and instructional design models (all at 84%). Most frequent training activities (over 90% of institutions) were the workshop, one-on-one training, short sessions, hands-on training, one-time training, and creating an online course. Interesting differences by Carnegie institution type were found, perhaps explained by developers placing more value on teaching pedagogies than tools.

Citation

Meyer, K.A. & Murrell, V.S. (2014). A National Study of Training Content and Activities for Faculty Development for Online Teaching. Journal of Asynchronous Learning Networks, 18(1),. Retrieved August 8, 2024 from https://www.learntechlib.org/p/154175/.

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Keywords

• academic achievement
• classification
• Cognitive Style
• Colleges
• Experiential learning
• faculty development
• Individual Instruction
• instructional design
• Integrated Learning Systems
• Measures (Individuals)
• models
• National Surveys
• online courses
• School Surveys
• student evaluation
• teaching methods
• Virtual Classrooms
• Workshops