An Analysis of the Cost and Cost-Effectiveness of Faculty Development for Online Teaching

Meyer, Katrina A.

doi:10.24059/olj.v18i1.389

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…Moreover, many industries require their professionals to undergo formal continuing education to remain accredited, such as teachers (Lonsdale et al, 2019) and medical professionals (Filipe et al, 2018). Given the significant financial investment that industry has made in online learning (K. A. Meyer, 2014; Odden et al, 2002; Owsinski, 2015), there is strong incentive to construct engaging online learning to support and improve job performance.…”

Section: Rationalementioning

confidence: 99%

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Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Lee¹,

Sanders²,

Antczak

et al. 2021

Review of Educational Research

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The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance; however, many individuals who begin online courses do not complete them. It is not well understood which influences keep individuals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.

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Section: Rationalementioning

confidence: 99%

“…Offering the hope of flexible, accessible, affordable, and sustainable learning experiences (Kumar et al, 2011; K. A. Meyer, 2014), online professional learning has become a billion-dollar industry aiming to future-proof individuals’ livelihoods (Bartleby, 2018; Owsinski, 2015; Tepe, 2015).…”

mentioning

confidence: 99%

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Lee¹,

Sanders²,

Antczak

et al. 2021

Review of Educational Research

View full text Add to dashboard Cite

show abstract

“…However, the majority of studies in faculty development in general and in the area of online teaching specifically have been criticized by the lack of theoretical or conceptual frameworks on professional learning underpinning practice (Webster-Wright, 2009). In this regards, there have been few exceptions citing adult learning theories like those of transformative learning by Mezirow, andragogy by Knowles, or reflective practice by Argyris & Schon (WebsterWright, 2009, Amundsen & Wilson, 2012Meyer, 2014). Moreover, the outcome vs. the process approach in the reviewed literature could be deemed uneven.…”

Section: Understanding Faculty Developmentmentioning

confidence: 99%

“…An impressive amount of literature mainly analysed faculty development for online teaching (Meyer, 2014) exploring the barriers and enablers of elearning (Singh & Hardaker, 2014). Recently, frameworks for professional development relating to open education have been proposed (Nascimbeni & Burgos, 2016).…”

Section: Understanding Faculty Developmentmentioning

confidence: 99%

Exploring the (missed) connections between digital scholarship and faculty development: a conceptual analysis

Raffaghelli

2017

Int J Educ Technol High Educ

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The aim of this paper is to explore the relationship between two research topics: digital scholarship and faculty development. The former topic drives attention on academics' new practices in digital, open and networked contexts; the second is focused on the requirements and strategies to promote academics' professional learning and career advancement. The research question addressing this study is: are faculty development strategies hindered by the lack of a cohesive view in the research on digital scholarship? The main assumption guiding this research question is that clear conceptual frameworks and models of professional practice lead to effective faculty development strategies. Through a wide overview of the evolution of both digital scholarship and faculty development, followed by a conceptual analysis of the intersections between fields, the paper attempts to show the extent on which the situation in one area (digital scholarship) might encompass criticalities for the other (faculty development) in terms of research and practices. Furthermore, three scenarios based on the several perspectives of digital scholarship are built in order to explore the research question in depth. We conclude that at the current state of art the relationship between these two topics is weak. Moreover, the dialogue between digital scholarship and faculty development could put the basis to forge effective professional learning contexts and instruments, with the ultimate goal of supporting academics to become digital scholars towards a more open and democratic vision of scholarship.

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“…Thus, this study aims to fill this important gap in the literature. Although higher education administrators invest considerable portions of their institutions' budgets in providing high-quality CMS services (Green, 2010) and CMS training (Meyer, 2014;Pereira, 2015), unfortunately, many faculty members are unwilling to complete the CMS training offered (Hassan, 2011;Hurtado et al, 2012;Pereira, 2015). This contributes to low faculty CMS adoption rates, resulting in lower quality teaching and learning than would be possible with CMS adoption, and lost opportunities to improve student learning experiences in higher education.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Course Management System’s Compatibility with Teaching Style Influences Willingness to Complete Training

Pereira

Wahi

2017

OLJ

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Although course management systems (CMSs) provide technology platforms that help faculty members adopt better techniques for teaching and learning, and training contributes to faculty information technology (IT) use, many higher education faculty members do not complete CMS training programs, resulting in underuse of CMSs. Therefore, the overall purpose of this research was to address how instructor perceptions influence willingness to complete IT training on CMSs, and to discern techniques university administrators can implement to improve training completion rates and, ultimately, CMS adoption rates. The basic design of the study was a crosssectional survey. Data were obtained from 102 public university faculty members who responded to an anonymous, web-based survey about their perceptions of the relative advantage, compatibility, complexity, trialability, and observability of their institution's CMS. The data were analyzed using multiple linear regression models. Compatibility, defined as the degree to which instructors perceive the CMS as being consistent with their existing values, past experiences, and current or future teaching needs, was statistically significantly associated with willingness to complete online and in-person CMS training after controlling for other factors. Major findings suggest that faculty training on the CMS is not "one size fits all." If greater use of CMSs by faculty is to be achieved, university administrators should consider compatibility of teaching style with CMS adoption when developing and promoting CMS training.

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An Analysis of the Cost and Cost-Effectiveness of Faculty Development for Online Teaching

Cited by 7 publications

References 8 publications

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Exploring the (missed) connections between digital scholarship and faculty development: a conceptual analysis

Course Management System’s Compatibility with Teaching Style Influences Willingness to Complete Training

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