An Innovative Junior Faculty Online Development Programme

Abstract

This study examines whether two online courses offering educational support for junior faculty have a positive effect on their attitudes to learning and curriculum and teaching capacities (CTC). The data used in the analysis are from two 2005 online university training courses. The tasks the online courses assign to faculty, the resources they provide, the learning environment they create, and the conversations they provoke proved to be consequential in shaping faculty's attitudes. The results also indicate that junior faculty who participate in individual and collective online developing activities, such as constructing teaching episodes and communicating with other colleagues, are more likely to gain a better understanding of how to teach their scientific disciplines.

Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development

“…A community college in Northern Florida, on the other hand, has developed a program that is focused on mentoring to keep the connection between full-time and part-time faculty alive [10]. Other institutions attempt to fulfill this training need by providing ongoing workshops for online faculty development [5,11]. These faculty development initiatives have been conducted face to face, online, or in a hybrid format.…”

Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal

“…Eom et al, 2006); Yukselturk and Bulut, 2007);Yu & Richardson, 2015); Doe, Castillo, & Musyoka, 2015); Atkinson, Blankenship, & Bourassa, 2012); Mercado, 2008);Watkins, Leigh, & Triner, 2004). Meanwhile, the critical elements or factors that should be present in the online readiness faculty/teacher dimension are computer access and competence, self-efficacy, and teaching experience (McQuiggan (2007) ;Shea, et al, (2005); Makarenko and Andrews (2017); Kearsley (2008); Keengwe and Kidd (2010) ;Coppola, et al, (2002); Yang (2020); C. B. Andoh (2012); Villar and Alegre (2006); Zee, M., & Koomen, H. M. Y. (2016); Santagata, R., & Sandholtz, J. H. (2019); Mercado (2008) The critical elements or factors that should be present in the online readiness curriculum/content dimension are course objective and course infrastructure (S. Eom, et al, 2006); J.…”