Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning

Schrum, Lynne; Burbank, Mary D.; Engle, Jonathan W.; Chambers, Jack A.; Glassett, Kelly

doi:10.1016/j.iheduc.2005.08.001

Cited by 45 publications

(34 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Occasionally the shared conception is the most salient or distinguishing characteristic of a particular learning community. Schrum et al (2005) summarized this characteristic of learning communities by saying that a community is ''individuals who share common purposes related to education'' (p. 282). Royal and Rossi (1996) also described effective learning communities as rich environments for teamwork among those with a common vision for the future of their school and a common sense of purpose.…”

Section: Community Defined By Visionmentioning

confidence: 99%

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities

West

Williams

2017

Education Tech Research Dev

View full text Add to dashboard Cite

In this paper we address the obfuscation surrounding the concept of learning communities by operationalizing community according to four characteristics that serve as boundaries for defining a community: access, relationships, vision, and function. Although these community boundaries sometimes overlap, they represent distinctive features of possible community structures. In addition to defining and discussing learning community boundaries, we share insights for researching learning communities. We believe a clearer understanding of how to define learning communities can assist scholars and practitioners in cultivating and studying these communities.

show abstract

Section: Community Defined By Visionmentioning

confidence: 99%

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities

West

Williams

2017

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…Most faculty do not have the experience or skillset to design online courses (e.g. Bailey & Card, 2009;Baran, Correia, & Thompson, 2011;Marek, 2009;Moar, 2006;Schrum, Burbank, Engle, Chambers, & Glassett, 2005); faculty are content experts, many of whom have limited coursework or structured experiences in teaching and learning online (e.g., Sellani & Harrington, 2002). The eCD2S is designed specifically for faculty with no previous experience with online course design.…”

Section: Course Design Seminarmentioning

confidence: 99%

“…The teaching online seminar, called the eCampus Teaching Online Seminar or eTOS, is a 6-week online seminar facilitated by full-time faculty (Carter-Cram, 2014)-not instructional designers. In this seminar, faculty learn how to teach online, what it feels like to be a part of an online faculty community (Brooks, 2010;Schrum et al, 2005), how to transfer evidence-based pedagogical practices (Bailey & Card, 2009), and finally what it is like to be an online student (Fein & Logan, 2003). This seminar was designed both for faculty who have never taught online as well as faculty with years of experience teaching online (see Table 2).…”

Section: Teaching Online Seminarmentioning

confidence: 99%

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Chen

Lowenthal

Bauer

et al. 2017

OLJ

View full text Add to dashboard Cite

Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution's multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.

show abstract

“…Research indicates online courses are offered at 89% of public four-year institutions (Schrum et al, 2005), and online course offerings represent the fastest growing sector of higher education (Haynie, 2015;Means et al, 2010). With the growth of online education, more instructors have been asked to design online courses (Baran et al, 2011;Brigance, 2011;Cochran, 2015;Kidder, 2015).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Research indicates online courses are offered at 90% of public two-year institutions and 89% of public four-year institutions (Schrum, Burbank, Engle, Chambers, & Glassett, 2005). Public four-year colleges and universities are post-secondary degreegranting institutions that are predominantly funded by public means, and offer programs at the bachelor's or higher degree level (Contreras, 2009; National Center for Education Statistics, 2016).…”

mentioning

confidence: 99%

Adaptation and Acceptance in Online Course Design from Four-Year College and University Instructors: An Analysis using Grounded Theory

Baldwin¹

View full text Add to dashboard Cite

serving on my committee.Each of you challenged me in a different way. I am grateful for the opportunities you created for me; they allowed me to improve and refine this work.The participants of this study graciously shared their time and perspectives with me. Without them, this work would not have been possible. The same can be said of Dr.Uribe-Florez, who connected me with many of the participants by generously sharing her network with me.I also appreciate Dr. Hung for his willingness to persevere in helping me, Dr.Yang for being an excellent example of a professor, and Dr. Trespalacios for his expert guidance and kindness. Finally, a special and additional thank you to Dr. Ching who has provided counsel, patience, and grace throughout this experience.v ABSTRACT This study investigated the perspective of tenured and tenure-track instructors at public four-year colleges and universities involved in online course design. Using a classic grounded theory approach, 21 tenured and tenure-track instructors who had designed online courses for public four-year colleges and universities were interviewed about their experience. A pilot study was performed on this subject earlier that tentatively suggested instructors rarely use formal instructional design principles, yet their design tasks show a striking similarity to those formalized in the ADDIE model. In this study, the findings of the pilot study were expanded. Additional data helped develop a theory of adaptation and acceptance in online course design. This theory posits that instructors adapt to the online environment by incorporating what they are familiar with from faceto-face instruction. This process of incorporation is referred to here as adaptation. In addition, there is a desire for what is here designated as acceptance of their online courses: from their students, colleagues, and administrators. In response to these basic social processes, instructors develop strategies to compensate online for elements that they are accustomed to in traditional face-to-face courses (e.g., eye contact). This study provided an opportunity to understand the reason for the process of online course design from the online instructor's viewpoint, rather than simply focusing on the process of course design itself, and serves as a basis for generating hypotheses for further research.vi

show abstract

Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning

Cited by 45 publications

References 16 publications

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Adaptation and Acceptance in Online Course Design from Four-Year College and University Instructors: An Analysis using Grounded Theory

Contact Info

Product

Resources

About